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WEEK-DAY SCHOOL SERIES 



GEORGE HERBERT BETTS, Editor 



EVERYDAY LESSONS 
IN RELIGION 



The Bow in the Cloud 
The Star in the East 



TEACHER'S MANUAL 



BY 

CLARA BELLE BAKER 



<^^^> 




THE ABINGDON PRESS 

NEW YORK CINCINNATI 






Copyright, 1922, by 
CLARA BELLE BAKER 

All Rights Reserved 



Printed in the United States of America 



SEP i^ 1922 
>CI.A683156 



CONTENTS 



INTRODUCTORY 
The Pupils 

Aims and Motives 

The Activities 

The Procedure 

BOOK I— THE BOW IN THE CLOUD 

CHAPTER PAGE 

I, The Wonderful World 

I. The Beginning 25 

II. The Rainbow 28 

III. All Things Bright and Beautiful 30 

IV. The Great World 33 

V. Marjorie's Almanac 35 

11. The Bountiful Harvest 

VI. Twenty Pieces of Silver 39 

VII. The Sacks of Corn . ; 41 

VIII. Among the Sheaves 44 

IX. September 47 

X. Robin Redbreast 50 

III. Protection for the Weak 

XI. The Ark of Bulrushes 55 

XII. Fire and Cloud 57 

XIII. The Camp in the Wilderness 59 

XIV. Winter Night 61 

XV. Winter Snow 64 

IV. Victory for the Valiant 

XVI. The Battle of the Lamps 69 

XVII. The Army on the Hill 71 

XVIII. The Giant Champion 73 

XIX. I Will Lift Up Mine Eyes ; 75 

V. Reward in Well-Doing 

XX. The King's Meat 79 

XXI. The Fiery Furnace 81 

XXII. The Den of Lions 83 

XXIII. Good and Bad Children 85 

XXIV. A Good Boy 88 

VI. Joy in Service 

XXV. The Voice in the Temple 93 

XXVI. The Guest Room 95 

XXVII. The Serving Maid 98 

XXVIII. The Cruse of Oil 99 



4 CONTENTS 

CHAPTER PAGE 

XXIX. Old Dame Cricket loi 

XXX. Bee and Clover 104 

XXXI. Little Christel 106 

XXXII. Guests 108 



BOOK II— THE STAR IN THE EAST 

I. Little Children 

I. The Baby of Bethlehem 113 

II. Gifts of the Wise Men 115 

III. Three Ships 117 

IV. Christmas Eve 118 

II. Our Parents 

V. The Journey to Egypt 123 

VI. The Journey to Jerusalem 125 

VII. Mother 127 

VIII. A Lullaby 129 

III. The Sick 

IX. The Broken Roof 133 

X. The Five Porches 134 

XI. The Blind Beggar 136 

XII. The Little Damsel 138 

XIII. One, Two, Three 140 

XIV. The Land of Counterpane 142 

IV. The Needy 

XV. The Lad and the Loaves 147 

XVI. Who Is My Neighbor? 149 

XVII. The Return of the Prodigal 151 

XVIII. The Two Mites 153 

XIX. The Miller of the Dee 155 

XX. The World's Music 157 

V. Our Pets 

XXI. The Shepherd and the Hireling 161 

XXII. The Lord is My Shepherd 163 

XXIII. The Ninety and Nine 165 

XXIV. Little Gustava 167 

XXV. My Little Neighbor 169 

XXVI. The Brown Thrush 173 

XXVII. The Robin 175 

XXVIII. He Prayeth Best 178 

VI. Our Friends 

XXIX. Jesus and the Children 183 

XXX. Waving Palms 185 

XXXI. Now the Day is Over 187 

XXXII. The Flower Festival 189 



THE PUPILS 

A MOTHER who had attended her first lecture on child study, 
exclaimed with surprise, ^'How much all children are alike!" 
The successful teacher must understand, first of all, how much 
the children in her class are alike, and what the likenesses are. 
She must also study the individual child, and know wherein each 
differs from the others. 

Physical activity. — The child of eight is still a primary child, 
active and energetic. This is a period of rapid growth and of 
increasing muscular coordination. Activities must be varied, 
with plenty of opportunity for movement. Dramatization, repre- 
sentation with sand, blocks, and clay, the use of tools of all sorts, 
of wood and other coarse materials, are as desirable now as in 
the kindergarten and the first primary. These children possess 
a fund of exuberant vitality which, in a proper environment, 
will readily become enthusiastic cooperation. 

Suggestibility. — Children of this age are very suggestible, 
and extremely sensitive to environment. The material environ- 
ment should be cheerful and attractive, and the social atmosphere 
equally joyous and bright. Marjorie, when asked why she liked 
her teacher, replied, "She's such a smiley little lady." Reverence, 
the spirit of worship, will be created by the teacher's voice, 
manner, and facial expression. Her appreciation of the story, 
her enthusiasm for the deeds of the hero, will likewise be reflected 
in the response of her pupils. 

Expressiveness. — The primary child has about him a joyous 
self-expressiveness which is very charming. He delights in song, 
in dramatization, in handwork of all kinds. He is a ready con- 
versationalist, and is proud of his skill in reading and writing, 
and of his feats of memorization. There is a growing purposeful- 

5 



6 EVERYDAY LESSONS IN RELIGION 

ness in his work, an interest in the end, and a wilHngness to work 
many days to attain that end. In a free atmosphere, where 
joyous activity is the rule, there will come from the children a 
wealth of eager suggestion which will both surprise and inspire 
the teacher. 

Waxing power of memory. — Children at this period mem- 
orize easily, and delight to repeat what they have learned. The 
child of six is willing to end the song with a single stanza; the 
eight-year-old wishes to learn the whole. In his dramatization 
he demands not only action, but language as well, and usually 
repeats the exact words of the written story. Verses are mem- 
orized with joy. 

Two Httle girls in the third grade spontaneously undertook to 
memorize the whole of Robert Louis Stevenson's Child's Garden 
of Verse, and succeeded! They worked diligently at home, and 
frequently called up the teacher to repeat over the telephone 
their latest acquisition. 

Widening interest. — Eight-year children still have a keen de- 
sire for sense perception. They are eager to look at pictures and 
to handle objects, to make collections of both. They are inter- 
ested in nature, especially in living and growing things, and 
enjoy making simple classifications. There is also a growing 
curiosity about the affairs of people, and an extending of interest 
to past times and distant places. "I like this book the best of 
any we've ever read," said a second-grade child, reading Little 
Folks of Other Lands. ^ When are we going to read about George 
Washington and all those pilgrims?" asked a child of the third- 
grade teacher. 

These children are ready, therefore, for more and longer Bible 
stories than formerly, providing these stories contain plenty of 
action and conversation, and concern events not too unfamiliar. 

Cultivation of social attitudes. — Children may be selfish, dis- 
honest, and quarrelsome, or helpful and generous, according as 
right attitudes are cultivated in the home and the school. Dis- 



THE PUPILS 7 

courses concerning love and helpfulness and right conduct are 
of little value in developing character. Nor will pictures and 
stories alone lead to successful social living, any more than hear- 
ing good music will lead to accomplished playing upon the piano. 
If children are to learn how to live, there must be continued 
practice in the art of good living. The schoolroom must repro- 
duce the conditions of social life. There must at times be social 
division of labor, and the opportunity to cooperate with others, 
and to render services of many kinds. When diihculties and dis- 
agreements arise, not the teacher but the pupils, under her 
guidance, must decide what is wrong and what is right to do. 
There must also be contacts with the larger world outside the 
schoolroom, opportunities for friendly intercourse with many 
classes of people. The school, it has been said, must provide "a 
laboratory course in loving. ' ' 



ABIS AXD :\IOTRTS 

The teacher of religion makes use of the child's powers to 
read, to write, to work T\'ith his hands, to sing, to act. But her 
aun is not to teach reading. ^Titing. handwork, music, or dram- 
atization. And consequently her methods will differ from those 
of the usual classroom. 

The aims of religious education. — The teacher in the 
elementar}- school is as a r'ole concerned directly and intensely 
with the pupil's acquisition of certain facts and certain skills. 
Indirectly and often vaguely she is working for right ideals 
and attitudes. In the hour devoted to rehgious instruction, she 
must work pruuarily for appreciations, ideals, attitudes. It profits 
httle to read Bible stories, however smoothly, if such reading 
does not lead to a contuiuous voluntar^^ return to bibhcal htera- 
ture and other literature of hke beauty and inspiration. To learn 
facts about bibhcal heroes is of Httle value h habits are not 
formed of hving heroicahy and helpfully as did those men and 
women of old. Xor is it desirable to suig h}Tnns and recite 
prayers h the love of God and gratitude for his goodness are not 
ojowino: in the heart of the child. 

!Much wiU depend upon the attitude of the teacher herseh. 
Appreciations are contagious. They are caught — not taught. 
The teacher who approaches the hour of rehgious instruction 
^ith a real joy in the beauty of the stor}^ or the poem to be read, 
■^ith an admiration for the character of the hero, with the spirit 
of reverent worship, and T^-ith the desire to be of ser\'ice to 
these children, and through them to others, whom they may 
ser^*e. will probably meet an eager response ia her pupils. 

Deep-lying motives. — ^Modern psycholog}- teUs us that when 
the child is workhig joyously, whole-heartedly, with a purpose 
that he feels to be his own, it is most hkely that acti\*ity '^'ill 



AIMS AND MOTIVES 9 

"lead on" to further like activity, that desirable attitudes and 
ideals will be formed. In all instruction, but most of all in 
religious instruction, the teacher's purpose can be fully real- 
ized only as the child has purpose in his activity. The teacher 
will consider herself, therefore, a guide and not a dictator. She 
will be ready to suggest when suggestion is needed. She will 
be willing to follow when the children propose worthwhile en- 
terprises. 



THE ACTIVITIES 

Reading. — The stories included in this course are probably 
the first Bible stories that the children have read. Heretofore 
Bible stories have been told to them at mother's knee or in the 
primary story group. To guide the child in his first reading of 
these greatest stories in literature is a privilege which the teacher 
must accept with prayerful humihty. Let not their mystic 
beauty and charm be lost in fumbHng word analysis or hesitant 
spelling. 

Many children enjoy hearing a story read more than reading 
themselves. The effort to pronounce the words often absorbs 
the child's attention so fully that he fails to comprehend the 
meaning and to appreciate the beauty. The rhythm of the Bible 
story, the parallelism, the quaint style, are likely to be lost in 
the child's effort to master the unfamiliar words. It is suggested, 
therefore, that the story or the poem be first read to the children 
before they are asked to read. The teacher need not fear that 
her reading will lessen the child's desire to read for himself. 
Literature of real charm is never worn out in one reading nor 
in two. Should the children be so capable as to wish to read the 
story the first time for themselves, it will still remain for the 
teacher to create the atmosphere. Let her, before permitting 
them to read, tell a part of the story or tell enough of the circum- 
stances so that curiosity will be aroused, and the tale will be 
approached with eagerness. 

If the lessons are read orally by the children, they should be 
read well. The impression of a beautiful story or poem should 
not be spoiled for the class by the stammering reading of some 
one child. The proper nouns and unfamiliar phrases may be 
written upon the board before the reading and pronounced by 
the children. The pupils should read the story first silently, 
paragraph by paragraph, or as a whole, before reading aloud. 

, lO 



THE ACTIVITIES ii 

The teacher may often guide the silent reading by questions 
which will stimulate the children to read thoughtfully. When in 
their study they meet unfamiliar words, they should be en- 
couraged to ask help of the teacher or of some other child. The 
word needed should be promptly supplied either directly or by a 
thought suggestion. The aim here is not to secure independence 
in reading, but joy. 

The teacher's own feeling that the stories are beautiful and 
wonderful, and must be read beautifully, will be communicated 
to the pupils, and they will endeavor to read as she does. The 
stories are full of direct discourse, and the children should be 
encouraged to interpret for themselves. I have known children 
to beg to read through a short story several times in order that 
each child might have the opportunity in his own way to imper- 
sonate the giant or the hero. 

Dramatization. — Many Old-Testament stories lend them- 
selves wonderfully to dramatization. The request to dramatize 
will usually come spontaneously from the children. However 
enthusiastic they may be, they cannot dramatize well a story 
which is not familiar. More than one reading is necessary to 
prepare for dramatization. If the children know that they are to 
''play it," they will usually reread the story eagerly and dra- 
matically. The teacher may write the conversation on the black- 
board, and allow the children to read "in parts." They will wish 
to repeat the exercise several times, for each child will want a 
turn to impersonate the hero. They will thus unconsciously 
memorize the lines, and will be able to speak fluently during the 
first acting. If time affords, they should be allowed to play the 
story several times, for many children will desire to take the 
leading parts, and, moreover, each reliving of the story will 
reenforce its lesson. The teacher should, however, encourage the 
children to criticize their own performance, and should aid them 
to raise the dramatization with each repetition to a higher level. 

When the play satisfies the children they frequently wish to 



12 EVERYDAY LESSONS IX RELIGIOX 

give it before another group of children or their mothers. Such 
an entertainment is one form of sharing, or gi\ing pleasure to 
others, and should, when possible, be arranged for. X'o elaborate 
costumes or scener\' are needed. A table may represent a log or 
a tree or a Hghthouse ^ith equal satisfaction to young actors. A 
scarf or a cap fashioned by the child from materials at hand 
^Hl transform him into a soldier or a farmer or a merchant. If 
possible, every child should have some part in the entertainment. 
\Mien places cannot be pro\*ided in the pla}-. the program may 
be enlars^ed bv sonsrs and memon.' verses. 

Memorization. — •"All poetry." says one \sTiter, ''is rehgious. 
It springs from and exerts its influence upon the best that is in 
us.'' Children are capable, perhaps most of all. of responding to 
this transforming influence. They dehght to read verse and to 
memorize it. when once the door has been opened to them. The 
place of the teacher is of first importance here. Only as she ap- 
preciates win the children appreciate. She must be sure, before 
approaching the class, that she fully comprehends the message 
of the poem, and that she can read it aloud rhythm icaUy and 
with feeling. Her reading should gi\'e the child a first impression 
of dehght. She will then study the poem ^ith the children line 
by fine, and help them to ''bufld out" the phrases, to find the 
hidden meanings. Poetr\' is always more difiicult to understand 
than prose, partly because the language is more figurative, with 
many inversions and transpositions: partly because the rhythm 
and the rime dehght the ear and distract the attention from the 
thought. 

.After the poem has been read aloud by the teacher, and 
carefuUy studied by the group for meanings, the children will 
dehght to read it themselves. Concert reading is hkely to be- 
come sing-song, and should not be encouraged. As with the 
stor}-. each chfld should be allowed to interpret in his own way, 
and if the poem is short. aU may be permitted turns to read. The 
teacher will be surprised on the next day to find that many 



THE ACTIVITIES 13 

children can repeat the lines from memory. A poem is memorized 
more easily as a whole than by lines. A careful ''thinking 
through" of the meaning, and several oral readings, will result in 
unconscious memorization. One group of third-grade children 
memorized thus spontaneously every poem in their reader. Time 
should be taken frequently for individual children to recite their 
favorite verses, 'in order that the possession may become per- 
manent. 

Music. — Of the songs suggested, several are simple hymns 
and carols, found in the church hymnal. Children of this age 
occasionally attend church with their parents, and it will be a 
delight to them to be able to join there in the singing of these 
beautiful hymns. A few nature songs, patriotic songs and lullabies 
are included. Many of the songs will be found in Rote Songs for 
Grades I, II, and III, edited by Davison and Surette. The book 
may be obtained in an inexpensive edition containing words and 
tunes only, and also in a larger edition, including piano accom- 
paniments. 

The song should usually be introduced at the close of a story 
or conversation, when its message will be most understood. It 
should be first sung for the children, in order that they may 
receive the total impression — words and tune together. Later 
the teacher may recite the words with such comment or explana- 
tion as may be needed. Children sing with most feeling when the 
meaning is clearly felt. After a song has been well learned the 
children enjoy singing it alone, or in small groups. Few songs 
are needed, for the children will enjoy calling for their favorites, 
and much repetition will insure permanence of possession. 

Many of the songs are also prayers, and should be sung with 
reverence. A few metrical prayers for concert recitation are 
given. But the prayer recited or sung cannot take the place of 
the spontaneous prayer which is prompted by the spirit of the 
moment. 

The music books referred to are : 



14 E\TRYDAY LESSONS IX RELIGION 

Rote Songs. Davison and Surette. 

Songs for the Little Child, Baker and Kohlsaat. 

A First Book in Hymns and Worship, Edith LoveU Thomas. 

Language. — ''This is not the time to talk,*' we hear the 
teacher say frequently. Later she may announce, as one teacher 
did: "Xow is the time to talk. Who has something to say?'' 
Small wonder that her children were dumb I Conversation, more 
than any other activity, must be spontaneous. It cannot be 
made to flow at a set time. It should be welcomed when it comes 
— at the close of the story, during the handwork, when the chil- 
dren arrive in the morning. 

Suggestions are given with each topic for leading the children 
to relate their experiences. In tliis way will the subject matter 
become real to them. Conversations upon nature topics ^^iU be 
initiated from time to time by seasonal changes out-of-doors and 
by the reading material. Sometimes the readmg lesson may be 
supplemented with a story told by the teacher or by some child. 

The children should be given the opportunity to discuss 
freely the work undertaken. Xot only will they be ready with 
suggestions for worthy enterprises, but they will be eager also 
to And ways and means of working out these ends. Frequently 
a variety of solutions will be ottered for the problem in ques- 
tion. These may be compared by the class, and the best 
selected by a process of elimination. Where the choice is 
immaterial, the class may at times be allowed to vote for the 
plan preferred. Such purposing and planning by the group 
takes time from the acti\ity ; but it affords valuable training in 
the use of language for worthy ends, in the solving of problems, 
and in social cooperation. 

It is well to use the blackboard freely during the conversation. 
Facts worth remembering may be jotted down; plans for projects 
or lists of materials needed may be written upon the board. The 
children wiU enjoy reading these notes at the end of the lesson, 
and thus important points will be summarized. Sometimes a 
child may be chosen to copy them for future reference. 



THE ACTIVITIES 15 

The following books and pamphlets are referred to frequently 
in the lessons, and should, if possible, be placed in the teacher s 
library before the course opens: 

Children s Stories, Esenwein and Stockard. 
For the Children's Hour, Bailey and Lewis. 
Animal Families in Schools, Laura B. Garrett (a pamphlet). 
Attracting Birds About the Home (a pamphlet). 
How the World is Fed; How the World is Clothed, Frank G. 
Carpenter. 

Writing. — Need for writing will probably arise from time to 
time. Invitations may be written to parents or another group 
when a play is to be given; notes will be written to accompany 
gifts. Letters to absent children are a form of service which 
brings delight to writer as well as to friend. The making of 
booklets may call both for art work and writing. 

On all such occasions the child should be encouraged to do 
painstaking work, but in the hour devoted to religious edu- 
cation time should not be taken for drill in spelling or pen- 
manship. When the project has been decided upon let the 
children plan together what may be said. Sometimes the mes- 
sage may be written upon the board, and the children allowed 
to copy. If they are quite independent in spelling, the familiar 
words may be erased, leaving only the difficult words. At other 
times, each child may be allowed to frame his own message, and 
difficult words may be written upon the blackboard, as they are 
called for. If the written work is untidy, time should be taken 
to recopy. The children should feel thai it is neither kind nor 
courteous to send careless work to a friend. 

Writing is done with least strain when a soft pencil or a stub 
pen is used. If the paper is ruled, there should be wide spaces 
between the lines. 

Handwork. — Work that is purposed by the children is more 
likely to be wholehearted than work dictated by the teacher. The 
suggestions for handwork given with each topic, are intended to 



i6 EVERYDAY LESSONS IN RELIGION 

be indicative of the sort of thing that may be done. What 
actually is done will depend upon the materials at hand, and upon 
the spontaneity of the children. A certain group of third-grade 
children took an especial delight in making booklets. No sooner 
was one book written and illustrated than another w^as planned. 
A different group of children might prefer sand- table representa- 
tion or dramatization. The form of expression is of little impor- 
tance, so long as the spirit of industry and joyous cooperation is 
present. 

Detailed directions for handwork enterprises are not given. 
Children of this age have much initiative, and their skill in 
planning and executing is often surprising. Sometimes plans 
for carrying out the activity may be offered by several, and the 
best chosen by the group. Again each child may work out his 
own idea, and the group may in the end decide which result is 
best. Children should always be encouraged to criticize their 
own work, and should not be too easily satisfied wdth a weak 
effort. 

Frequent suggestions for service activities are given. "The 
best way to teach selfishness," says one writer, "is to try too 
persistently to teach unselfishness." The teacher should not 
force the children to give to others, but should let the desire assert 
itself spontaneously. Children are emotional, and when the need 
is clearly seen, their sympathy is unfailing. To share is the 
easiest form of giving. The child who finds it hard to part with 
the first clay bowl that he has made, will gladly mold a second 
one for someone else. Whenever possible, the teacher should 
arrange that the children receive thanks for their gifts. She will 
find that joy in giving will grow apace. 

When children, as well as teacher, are furnishing suggestions 
for projects, it is impossible to provide ahead the necessary 
materials. To help in securing the materials is a valuable train- 
ing for the children. Odds and ends may be brought from home 
— bits of cloth, empty spools, broken toys, old magazines. When 
the cause is a social one the parents are always glad to cooperate 



THE ACTIVITIES 17 

in furnishing materials. A supply of clay flour, and plenty of 
paper and art colors, will be found valuable. 

Frequent reference is made to the sand table. If sand is not 
available, story representations may still be made from materials 
at hand. A thin sprinkling of earth on a plain table may repre- 
sent the ground, and twigs, stones, and other nature materials 
may be brought in. Clay also is often a suitable medium for 
the illustration of a story. These materials are in one way 
superior to sand, as the representation may be kept longer, and 
perhaps used for exhibit at the end of the course. 

Clay flour, art mateiials, and other supplies may be obtained 
from Milton Bradley Company, Springfield, Massachusetts. 
These materials are handled in Chicago by Thomas Charles 
Company. 

A very complete series of Bible pictures is published by 
W. A. Wilde Company, Boston. Bible pictures and bird and 
nature pictures, are published in two sizes by George P. Brown 
and Company, Beverly, Massachusetts. 



THE PROCEDURE 

The present course furnishes material for sixty-four lessons, 
which are arranged under twelve topics. As a rule, the lessons 
under one topic should follow in their present sequence, but the 
topics may be interchanged when desirable. Some teachers may 
prefer to take the harvest lessons of Topic II during November, 
the hero stories in Topic IV at the hero festival in February, and 
the Christmas lessons during December. However, the teacher 
who wishes to follow the order of the book may do so without 
fear of inappropriateness. Children will read in June about 
sleighrides, and in January about camping expeditions, and seem 
to enjoy the contrast, while Christmas is a favorite topic the 
year around. 

A flexible program. — The daily program should be flexible. 
Children of all ages dislike routine. Sometimes the lesson period 
may begin with song, or with the recitation of favorite memory 
verses. Sometimes the children will arrive with materials for a 
handwork project which has been planned the day before, and 
there will be little attention to reading or singing, until their 
zeal for working has found vent. Sometimes they will arrive 
with helpful information secured outside, and the eagerness to 
tell will necessitate an opening conversation period. 

Nor need the teacher feel that her sin is unpardonable if 
occasionally she allows one activity to absorb the entire period 
— a dramatization, for instance, or a project in handwork that 
the children are eager to complete. Another day, additional time 
may be given to the reading, and the time thus recovered. 

Using the readers. — If the children read very slowly, the 
teacher should not feel that they must read all the material. The 
shorter stories and verses or those that appeal most may be 
selected for the children's reading, and the rest may be read by 

i8 



THE PROCEDURE 19 

the teacher for the children. A desire to read or to continue the 
handwork at home should be encouraged. The surest proof of 
the child's interest is this eagerness to ''carry on" the activity 
at home, and such an impulse should never be thwarted. The 
teacher as a rule will find the child all the more eager to read 
with the group a story or a poem that has given him pleasure 
at home. If books are to be taken home, the children should 
first make covers of wrapping paper or other heavy paper. A 
child quickly loses respect for a book that has become soiled or 
torn. 

Note 

The words of several songs quoted in this book are chosen 
from Rote Songs by Surette and Davison, and are used by per- 
mission of the E. C. Schirmer Music Company, who own the 
copyright. The story of ''The Coming of the King" from The 
Golden Windows by Laura E. Richards is used by permission 
of Little, Brown and Company, Boston. Several of the prayers 
quoted are selected -from Children s Devotions by Gerrit Ver- 
kuyl, published by the Westminster Press. 



BOOK I 

THE BOW IN THE CLOUD 

The Bow in the Cloud contains material for thirty-two reading 
lessons. The stories are taken from the Old Testament. They 
have been made simple enough to be easily understood and read 
by the children, but at the same time the beauty of the Bible 
diction has been preserved. The poems are familiar and charm- 
ing bits of verse, emphasizing usually the truth illustrated in the 
preceding story. The thirty-two lessons have been arranged 
under six topics, describing the gifts of God: 
I. The Wonderful World. 
II. The Bountiful Harvest. 
HI. Protection for the Weak. 
IV. Victory for the Valiant. 
V. Reward in Weil-Doing. 
VI. Joy in Service. 



I. THE WONDERFUL WORLD 

The heavens declare the glory of God, and the firmament 
showeth his handy work. — Psalm ig. i. 

A GREATER appreciation for the beauty and wonder of the 
creation, and a deeper reverence for him who of old laid the 
foundations of the earth — these the child should gain through 
the stories of the creation and the rainbow, and the three beauti- 
ful poems which follow: 
I. The Beginning. 
IL The Rainbow. 

III. All Things Bright and Beautiful. 

IV. The Great World. 
V. Marjorie's Almanac. 



CHAPTER I 

THE BEGINNING 

On the first day the teacher will desire that a friendly relation- 
ship be established between herself and her pupils, that an in- 
terest be awakened in the book to be read, and that, if possible, 
some worthwhile enterprise be launched which will cause the 
children to look forward eagerly to succeeding lessons. She will 
greet the children individually as they enter and will endeavor 
to call each by name. 

Reading : 

Some copies of the reader, The Bow in the Cloud, should be 
accessible when the children enter the room. They will quickly 
lose any feeling of self-consciousness in their eagerness to examine 
the new book, and will comment freely upon the pictures, and 
upon the familiar stories and verses. If the children ask it, the 
teacher may first read to them a story of their choice — David 
and Goliath, perhaps, or "The Den of Lions." She may allow 
the children to read bits of verse here and there that chance to 
be familiar. She will wish the reception of the book to be 
enthusiastic, and she will be glad to have the pupils know in a 
general way what the course will include. 

The teacher will finally invite the class to turn with her to the 
first story. This is not only the first story in the book, she will 
tell them, but the first story of all time. From the teacher's 
reading, the children will quickly catch the feeling of awe and 
reverence which should accompany this wonderful story. At the 
conclusion she may tell the children that this is not a story at all 
but a great poem. Hebrew poetry has no rime, but it has a 
beautiful quality called parallelism. The teacher may draw two 
parallel lines upon the board and two that are not parallel. What 

25 



26 EVERYDAY LESSONS IX RELIGION 

is the difference? How are the successive paragraphs in this 
poem parallel? The children will readily select the like phrases. 
Before asking the children to read orally the teacher will allow 
time for silent study, perhaps by paragraphs. Some question or 
comment upon each paragraph before the silent reading, will 
help to hold the attention and will give purpose to the study. 
The lesson will be successful if the child in his oral reading shows 
real feeling for the beauty of the style and the wonder of the 
content. 

Activity : 

The teacher may ask the children if this story could be illus- 
trated with water color or crayon. How many pictures would 
be desirable? Let the subjects be placed upon the blackboard, 
as they are suggested: light emerging from darkness; land and 
water; grass, flowers, and trees; nesting birds; a child at play. 
The children will probably suggest the making of a booklet and 
will wish to produce the first picture immediately. The best 
results are obtained from water color or \ery soft crayons. 
Accuracy of detail should not be expected ; the portrayal should 
be suggestive always rather than precise. 

Perhaps the children will wish to accompany each picture with 
a brief quotation from the story as follows: 

Let there be light. 

Let the dry land appear. 

Let the earth bring forth grass and plants bearing flowers. 

Let birds fly above the earth in the heavens. 

Let the earth bring forth living creatures. 

The first quotation may be written as soon as the picture is 
complete, either below on the same page, or on a fresh page to 
be placed opposite when the booklet is completed. The sentence 
should be first wTitten on the blackboard by the teacher, and 
attention called to the spelling of each word, to the capital and 
the period. The sentence may then be erased and WTitten by the 
children from memory, perhaps first on a bit of practice paper, 



THE BEGINNING 27 

and later on the permanent paper. On another day, when the 
sentence is longer, it may be necessary to leave a copy upon the 
blackboard, but the writing as a rule is better when the child 
depends on himself for the form. 

Hymn: 

Before the children leave, the teacher may invite them to 
gather about her, and sing together the beautiful hymn, 'Tor 
the Beauty of the Earth" (A First Book in Hymns and Worship, 
No. 16). 

"For the beauty of the earth, 

For the beauty of the skies, 
For the love which from our birth 

Over and around us lies — 
Mighty God, to thee we raise 
This our hymn of grateful praise. 

"For the beauty of each hour, 

Of the day and of the night, 
Hill and vale, and tree and flower, 

Sun and moon, and stars of light — 
Mighty God, to thee we raise 
This our hymn of grateful praise." 

If desired, the ''Song of Praise" {Rote Songs, No. 39) may be 
used instead. 

Conversation : 

The teacher will take advantage of the informal grouping to 
become better acquainted with the children. She may ask them 
about their summer outings, and encourage them to tell her of 
excursions they have taken, and of odd and beautiful places they 
have visited. She may invite them to bring to the next class 
period any picture postcards, folders, or souvenir booklets that 
they have brought home from their vacation trips. Each child 
should receive a personal word from the teacher as he leaves the 
room. 



CHAPTER II 

THE RAINBOW 
Conversation: 

The teacher and many of the children will remember to bring 
pictures of nature scenes — parks and farms, lakes and woods, 
canyons and waterfalls. The class will enjoy looking at the 
pictures, and those who have brought the card^ will like to tell 
something about each one. Children who have forgotten to bring 
cards will probably volunteer to do so next time. The teacher 
may invite those who have postcard collections at home to bring 
the out-of-door scenes. 

Songs : 

The children will be glad to sing again the hymn learned at the 
first class, "For the Beauty of the Earth." "The Song of Praise" 
{Rote Songs, No. 39) may be introduced: 

"God, our Father, made the daylight; 
God, our Father, made the night; 
God made mountains, sea and sky, 
And the white clouds floating high. 

"God, we thank thee for the showers; 
God, we thank thee for the dew; 
Mighty trees and flowers small; 
God, our Father, gave them all." 

Reading : 

The story of Noah will need no introduction. The beauty of 
the form — the rhythm, the paralleKsm — will be evident in the 
teacher's reading. The children will probably spontaneously call 
attention to the like phrases. "What part of the story seems to 
you especially beautiful?" the teacher may ask. "If you were 

28 



THE RAINBOW 29 

to illustrate this story, how many pictures would be needed ?" 
The story may be divided for silent study and for oral reading 
into three parts: the building of the ark, the great flood, the 
rainbow promise. 

Care should be taken that the destruction of the wicked is not 
stressed by those who have heard the story elsewhere. The 
wonder of the storm and the flood, the beauty of the rainbow 
promise, and God's care for his children, should receive emphasis. 

Activity : 

The children may produce the second picture illustrating the 
story of the creation, and may write the corresponding quotation. 
If this booklet was not begun in the first lesson, the children may 
choose whether they will illustrate the story of the creation or 
that of Noah. The latter would require only three pictures : the 
building of the ark, the ark upon the top of the waters, the bow 
in the cloud. 

Prayer : 

This closing prayer may be repeated each day by the teacher. 
It will soon be learned by the children: 

''Dear Father, ere we part, we lift our hearts to thee, 
In gratitude and praise for blessings full and free. 
Go with us to our homes; watch o'er and keep us there, 
And make, us one and all, the children of thy care. ' ' 

— ^J. B. Atchison. 



CHAPTER III 
ALL THINGS BRIGHT AND BEAUTIFUL 

Conversation : 

A large number of picture postcards will probably be brought 
in by the children, and considerable time may be spent in look- 
ing at them and in talking about them. A desire may be ex- 
pressed to share these pictures with other children in the school. 
The pictures may be assorted according to subjects, and placed 
in an album to loan. If the school has a stereopticon, or one can 
be borrowed, the children may plan to use the cards for an 
entertaimiient, called perhaps ''The Wonderful World." The 
pictures may be arranged in a desirable order, by location or 
subject; a particular child may be designated to tell something 
about each picture to be used. When the date of the entertain- 
ment has been set. probably at the fifth lesson, the class may 
word an invitation to the guests. This may be copied by one 
child, or each child may make an invitation to be given to some 
other child. 

Reading : 

The poem, "All Things Bright and Beautiful," may be 
familiar to some of the children. The teacher's reading will give 
the impression of the whole. Before the children's reading some 
comment upon the phrases is desirable. Let the class name 
something bright and beautiful, something wise and wonderful, 
some creatures great and small. What things mentioned in the 
poem are bright? Which are especially beautiful? \Miich are 
great? WTtiich are most wonderful? Ask the children to read the 
lines through silently, and when they have finished to teU which 
stanza they think most beautiful. Opinion will probably dift'er. 
Allow several children the opportunity to read a favorite stanza. 

30 



ALL THINGS BRIGHT AND BEAUTIFUL 31 

Finally, let the poem be read as a whole. If the children like it, 
several will wish the opportunity to read the whole. Through 
frequent repetition the lines will be memorized. The class will 
be surprised at the close of the lesson to find that they can close 
their books and repeat the verses in concert. The teacher may 
suggest that they try to repeat the verses individually at home, 
and may promise to give those who are able the opportunity to 
recite them at the next class period. 

Songs : 

The songs already learned may be sung again. As the children 
become familiar with the words, they enjoy singing in small 
groups. The girls may sing alone, then the boys. Small groups 
of three or four may be willing to sing together. If another song 
is desired, it may be "God, Our Loving Father" {Rote Songs, 
No. 40). 

''Who made ocean, earth and sk}^? 

God, our loving Father. 
Who made sun and moon on high? 

God, our loving Father. 
Who made all the birds that fly? 

God, our loving Father. 

''Who made lakes and rivers blue? 

God, our loving Father. 
Who made snow and rain and dew? 

God, our loving Father. 
He made little children too? 

God, our loving Father." 

Activity : 

The children will continue to work upon the booklet. It is 
desirable each day that the work completed at the previous 
lesson be looked over and judged by the class, before they pro- 
ceed to the advance step. If the class is small, each child may 
tell how his own work can be improved. In a large group only 



32 EVERYDAY LESSONS IN RELIGION 

a few typical papers may be shown. The teacher should give her 
praise usually for effort shown in improvement, rather than for 
natural adaptability. .Sometimes the children, dissatisfied with 
the work done at the last class, will beg to repeat rather than to 
take the new step, and, as a rule, this request should be granted. 

Prayer : 

The children may be invited to join with the teacher in the 
closing prayer : 

"Dear Father, ere we part, we lift our hearts to thee, 
In gratitude and praise for blessings fiill and free. 
Go with us to our homes; watch o'er and keep us there, 
And make us, one and all, the children of thy care." 

Story : 

If a story is desired, it may be "A Wondrous Change," found 
in Children's Stories by Esenwein and Stockard. It is the story 
of a caterpillar who awoke one day with wings, and discovered 
that the world ''is not all cabbage." 



CHAPTER IV 
THE GREAT WORLD 

Verses and Songs : 

The teacher may ask who can recite alone the lines read at 
the last lesson. Some children have probably worked at home, 
and will be eager to show their accomplishment. The children 
will be delighted to hear that these verses may also be used for 
a song. A suitable tune is found in Songs for the Little Child, 
page 93. Other songs learned may be sung as they are called 
for. The class may wish to choose some song to sing for their 
guests at the next period, and will be ambitious to learn that one 
very well. 

Pictures : 

If a stereopticon has been obtained, the children will be eager 
to try it. They may wish to rehearse a portion or all of the 
entertainment to be presented at the next class. 

Reading : 

The teacher may introduce the lines of "The Great World" 
with the question, "What is the most wonderful thing that God 
has made?" After giving original opinions, the class may turn 
to the words of William Brighty Rands to find an answer. The 
teacher may guide the study of the stanzas by questions, which 
will lead the children to a full appreciation of the meaning. 
How many adjectives are used to describe the world? How is 
the world dressed? In what colors? Why is the air wonderful? 
What wonderful things can the wind do? Why does the poet call 
the earth friendly? Who knows how far really the earth does 
go? How many different things does the poet mention upon the 
earth? Can you name something that the poet has not included? 
What, after all, is the greatest thing upon the earth? Why? 

33 



34 EVERYDAY LESSONS IN RELIGION 

This poem also is of suitable length for memorization. Several 
oral readings by different children will prepare the way. Those 
children who wish to take their books home, in order to learn the 
lines more perfectly, should be encouraged to do so. 

Activity : 

The class will continue work upon the booklet. There are 
always some children who work more easily and rapidly than 
others. Contrary to the common belief, these are usually the 
pupils who produce the best results. It is, as a rule, better to give 
these rapid workers supplementary work to do than to let them 
move ahead of the group. They may be allowed, for instance, to 
draw two of each picture, thus making two booklets alike, one to 
keep and one to give away. A small collection of story readers 
should be available in the room, so that the children may spend 
spare moments profitably. Occasionally there may be time at 
the close of the lesson to allow some child to tell or read aloud to 
the group a little story thus obtained. Such an exercise has a 
social value quite apart from any significance that the story 
may possess. 

A list of delightful story readers is given in the Bibhography 
at the end of this book. Some first and second readeis should 
be included in the collection, since not all third grade children 
are able to read fluently at sight from a third reader. 



CHAPTER V 

MARJORIE'S ALMANAC 
Reading : 

Before introducing the new lesson, the teacher may allow 
those children who wish, to repeat from memory ''The Great 
World" and ''All Things Bright and Beautiful." "Marjorie's 
Almanac" reflects a different mood. It is a joyous enumeration 
of the many delights that the seasons bring. The teacher should 
read the lines first — rapidly and with gayety. She may tell the 
children that the poem is a film of moving pictures, and ask 
them to watch the pictures as the lines are read. How many 
pictures are shown? Some will say four; others, twenty or thirty. 
How much may be included in one picture? Ask the children to 
read each stanza silently, and to try to see in one picture every- 
thing mentioned in that stanza. Is it possible? Ask some child 
to read the stanza orally, so that those listening will see the 
picture clearly. In conclusion four children may be chosen to 
read the four stanzas without interruption, thus picturing the 
complete year. 

Prayer : 

At the close of the reading, a brief prayer may be offered of 
thanksgiving for the varied joys of the seasons: Dear Father, 
we thank thee for the many delights of the year, for the budding 
springtime and the golden summer, for the windy autumn and 
the jolly winter, for the flowers and the fruits and the snowflakes. 
Help us to be glad through all the year. 

Story : 

A suitable story is ''Five Peas in the Pod," found in 
Children's Stories by Esenwein and Stockard. It is the story of 
five little peas who in their pod thought that all the world was 

35 



36 EVERYDAY LESSONS IN RELIGION 

green; but grew wiser after their adventures in a little boy's 
pea -shooter. 

Activity : 

The children will probably be able to complete the last page 
for the booklet to-day, and may be able to plan also a suitable 
cover. Either now or at the beginning of the next hour the pages 
may be sorted and tied together in proper order. 

Pictures, songs and verses: 

The latter part of the hour may be reserved for the presenta- 
tion of the picture program previously planned. The verses 
learned may be repeated, and the songs sung. The pictures may 
be shown with some brief comment upon each, by the child 
whose gift it is. The program may close with the blessing 
previously learned : 

"Dear Father, ere we part, we lift our hearts to thee, 
In gratitude and praise for blessings full and free. 
Go with us to our homes, watch o'er and keep us there, 
And make us one, and all, the children of thy care." 



II. THE BOUNTIFUL HARVEST 

The pastures are clothed with flocks ; the valleys also are covered 
over with com. — Psalm 65. 13. 

Gratitude to God, who crowneth the year with his goodness, 
and willingness to share with other creatures our own rich gifts, 
are expressed in the two beautiful harvest stories of Joseph and 
Ruth, and in the familiar verses of "September" and "Robin 
Redbreast." 

VI. Twenty Pieces of Silver. 
VII. The Sacks of Corn. 
VIII. Among the Sheaves. 
IX. September. 
X. Robin Redbreast. 



CHAPTER VI 

TWENTY PIECES OF SILVER 

Conversation : 

The teacher may ask the children for the date. Why is the 
tall a very busy time of the year? What is done in the city? 
What is done in the country? How many have been in the 
country at harvest time? The children will be eager to tell their 
various experiences. How many different kinds of farms have 
the children visited? A list may be made upon the blackboard 
of the kinds of farms the children have seen or heard about: 
wheat, corn, rice, sugar cane, poultry, cattle, fruit. Which of 
these foods is most widely used? Ask the children to bring to 
class next time a list of all the wheat products they can think 
of, and all the corn products, in order that the importance of 
these crops may be compared. 

Songs : 

The children will enjoy the song of ''The Farmer" {Rote Songs, 
No. 77) : 

"The farmer on the lowland 
Ever paces to and fro, 
Sowing barley in the springtime, 

Ever hoping it will grow; 
Sowing barley as he paces, 

In the springtime of the year; 
When the fruit trees are in blossom, 
Sowing barley far and near. 

"The farmer on the lowland 
Ever paces to and fro, 
Reaping barley in the autumn, 
Leaving stacks all in a row; 
39 



40 EVERYDAY LESSONS IN RELIGION 

Reaping barley as he paces, 

In the autumn of the year; 
When the grain is ripe and golden, 

Reaping barley far and near." 

As a hymn, the ''Song of Praise" {Rote Songs, No. 39) may 
still be used. 

Prayer : 

The teacher may repeat this beautiful harvest prayer: 

"We thank our loving Father, God, who gives us everything. 
Who sends the sunshine and the flowers, and makes rich harvest 

spring. 
He clothes the lilies of the fields ; he feeds each bird and beast ; 
And all may share his tender care, the greatest and the least." 

Reading : 

The teacher may introduce the story of Joseph as the most 
beautiful of all harvest stories. The children will most enjoy the 
story if the teacher first reads or teUs the story through to the 
end, without interruption. The children may then read the first 
part of the story, "Twenty Pieces of Silver." 

Activity : 

This part of the story lends itself well to a sand-table repre- 
sentation, showing the tents of Jacob and his tribe; the fields 
dotted with sheep; the pit; the road leading to the distant palace 
of Pharaoh, reproduced with sand or blocks or cardboard boxes. 
For the activity, the children may be divided into three groups; 
one group making the tents; a second group, the sheep; and a 
third preparing the sand. 

The tents may be made from circles of heavy paper; and the 
sheep from cardboard, held upright in a block of wood or by 
a cardboard support. If the children desire something more 
realistic, the tents may be made from cloth, and the sheep may 
be clay or celluloid. Let the class assist in the planning. 



CHAPTER VII 

THE SACKS OF CORN 
Conversation : 

Many children will remember to bring in the lists of wheat 
and corn products. A composite list may be made upon the 
board. The wheat list will consist of various kinds of breads and 
breakfast foods. The corn list will include in addition, syrup, 
oil, medicine, soap, sugar, starch, erasers for pencils, rubber 
sponges, glue, celluloid, paper, fuel. The children will be amazed 
to know that almost every part of the corn plant is used in 
some way, and that it is in America the most valuable and 
important of all our food crops. The teacher may use as her 
reference The Literary Digest, Vol. 71, No. 12, and also Car- 
penter's How the World Is Fed. 

Songs : 

The children will want to sing again "The Farmer" and the 
"Song of Praise." The story of Jacob and his flocks may create 
a desire for a song about sheep. "The Boy and the Sheep" {Rote 
Songs, No. 5) may be used. The beautiful old song "Sleep, Baby, 
Sleep" (Rote Songs, No. 2) may already be familiar. 

"Sleep, baby, sleep! 
Our cottage vale is deep ; 
The little lamb is on the green. 
With snowy fleece so soft and clean; 
Sleep, baby, sleep! 

"Sleep, baby, sleep! 
I would not, would not weep: 
The little lamb he never cries, 
And bright and happy are his eyes. 
Sleep, baby, sleep! 
41 



42 EVERYDAY LESSONS IN RELIGION 

"vSleep, baby, sleep! 
Near where the woodbines creep. 
Be ahvays hke the lamb so mild, 
A sweet and kind and [gentle child. 
Sleep, baby, sleep!" 
Prayer : 

The teacher will invite the children to repeat with her the 
harvest prayer : 

"We thank our loving Father, God, who gives us everything, 
Who sends the sunshine and the flowers, and makes rich harvest 

spring. 
He clothes the lilies of the fields; he feeds each bird and beast; 
And all may share his tender care, the greatest and the least." 

Reading : 

The children will be eager to read the second part of the story 
of Joseph, called here "The Sacks of Corn." This story furnishes 
an unusual opportunity for expressive reading. The children 
should be encouraged to express in their voices the sternness of 
Joseph and his steward, the fear of the brothers, the sorrow of 
Jacob. 

Dramatization: 

No story in the Bible lends itself better to dramatization. If 
the children wish to play the story, the teacher will help them 
first to divide it into scenes. The play will have greater sim- 
plicity and unity if the children do not attempt to dramatize 
the scenes in the tent of Jacob. This may be placed in the coat- 
room, from which the characters enter. The story will then be 
divided thus: 

Scene i. — The field: the seizure and selling of Joseph. 

Scene 2. — The palace: the first visit of the ten brothers to 
Egypt; the binding of Simeon. 

Sce7ie J. — The palace: the entertainment of the brothers; the 
hiding of the cup. 



THE SACKS OF CORN 43 

Scene 4. — The court: the finding of the cup; Joseph making 
himself known. 

In order that a story be played well, more than one reading 
is usually necessary. If the children read script easily, the con- 
versation in each scene may be written upon the blackboard, 
with such additional conversation as the children think would be 
necessary in the acting. The children may then read the scene 
*'in parts" from the blackboard. If dramatic reading is en- 
couraged, the dramatization will follow very easily. 

Perhaps the children will want to repeat the dramatization for 
the pleasure of another class or their mothers. If so, they will 
wish costumes and simple properties. Let the children ofTer 
suggestions. Dark table covers or hangings may be used for the 
draped costumes worn in Joseph's time. Flour bags secured 
at home may be dyed to furnish the sacks, and may be filled as 
the children suggest. Invitations may be written for the guests. 

The dramatization of this story, with the accompanying 
preparation for guests, may occupy two or three class periods, 
and the teacher may find it necessary to omit some later lessons 
in the course. She should look ahead and plan to omit those 
lessons that she feels would be of least interest to her group. The 
children, however, will probably be very glad to give additional 
time outside of the class period for the preparation of the play, 
providing the teacher is able to work with them. 



CHAPTER VIII 

AMONG THE SHEAVES 

The tale of Ruth furnishes a double example of generosity 
and care for others. It should inspire in the children a desire to 
share with those less fortunate their own harvest blessings. 

Reading : 

The teacher may first tell to the children the fuU story of Ruth 
and Naomi, including the journey of the two women from a far 
country and the subsequent marriage of Ruth and Boaz (Ruth 
2. i). The children may then read from their books the incident 
entitled "Among the Sheaves." In all stories where conversation 
occurs the teacher should make an effort to see that the children 
interpret correctly. How does Ruth feel when she enters the 
field? When she first meets Boaz? When she returns home to 
Naomi? How does Naomi's attitude differ at the beginning of 
the story and at the end? How will the tone of Boaz differ be- 
fore he learns the identity of Ruth and after? 

Conversation : 

The children will be interested to compare the process of 
harvesting in Ruth's dp^y and in our own. Perhaps some child 
has been on a farm during the process of harvesting wheat or 
other grains, and can describe in full the present process with the 
use of machinery. Are there gleaners in the fields now? Why 
not? The teacher wiYL find valuable aid in Carpenter's How the 
World Is Fed. Ancient practices in harvesting, as well as those 
of the present day, are described. In some foreign countries the 
methods are still very similar to those used in the time of Boaz. 

Songs : 

If a new song is desired, it may be the ''Song of Bread" {Rote 
Songs, No. 27) : 

44 



AMONG THE SHEAVES 45 

**Sing a song of golden wheat, 

Golden wheat, golden wheat; 
Sing a song of golden wheat, 

By the breeze blown. 
Birds are there, bees are there, 

Butterflies in the air; 
Sing a song of golden wheat, 

By the breeze blown. 

"Sing a song of farmer boys. 

Farmer boys, farmer boys, 
Sing a song of farmer boys, 

Mowing the grain. 
Swish they go, slash they go, 

Grasses are bending low; 
Sing a song of farmer boys, 

Mowing the grain." 

Prayer : 

We thank thee, our Father, for the blessings of the harvest — 
the fruits of the orchard, the grains of the meadow. Help us to 
be willing to share with others the gifts which thou dost provide 
for us. 

Activity : 

Many beautiful harvest pictures are obtainable in the penny 
size, and others in color may be secured for two or three cents. 
Each child will enjoy mounting a picture to take home. The 
experience will be richer, if a variety of pictures can be secured, 
and each child is allowed to choose his own for mounting. 

The mention of corn in the stories, and the conversation about 
the uses of corn may well lead to the popping of some corn at 
school. The children may plan to serve the popcorn to the 
friends who attend the play of Joseph. It may be sent as a gift 
to a children's home; or it may be sold and money thus earned 
for hungry children across the ocean. Let the suggestion of the 
class be followed. Plans for this project may be discussed at this 



46 EVERYDAY LESSONS IN RELIGION 

lesson. Perhaps a few children will volunteer to bring the corn 
for popping. Others will offer to bring butter or sugar. Bags 
must be made to hold the popcorn. Give each child paper, 
scissors, and paste, and see who can devise the best pattern for 
the bags to be made at the next class. 



Chapter k 
september 

Songs : 

The children will wish to sing again the "Song of Bread {Rote 
Songs, No. 27). The third and fourth stanzas may be added to 
those previously sung: 

"Sing a song of waterfalls, 

Waterfalls, waterfalls; 
Sing a song of waterfalls. 

Turning wheels round. 
Sift the wheat, stamp the wheat. 

Till it is soft and sweet; 
Sing a song of waterfalls. 

Turning wheels round. 

"Sing a song of baking day. 

Baking day, baking day, 
Sing a song of baking day; 

Coals burning red. 
Milk is in, yeast is in; 

Ovens are hot within ; 
Sing a song of baking day, 

Loaves of white bread. 

The children will call for other harvest songs, and for hymns 
of praise. The beautiful hymn, "Thank the Lord," may be 
introduced {A First Book in Hymns and Worship, No. 17). 

Reading : 

The beautiful poem by Helen Hunt Jackson is worthy of care- 
ful study and memorization. Ask the children to see the picture 
as the teacher reads the lines to them. Is it a black-and-white 

47 



48 EVERYDAY LESSONS IN RELIGION 

picture? What colors are mentioned? As you read the verses do 
you see other colors besides the brown of the corn, the blue of 
the gentian, the yellow of the goldenrod and the butterfly? 
What other colors? Are there other sweet odors in the country 
at this time of the year, besides the odors of the grapes? Can you 
smell them now? Which stanza do you think is prettiest? Let 
the separate stanzas be read first, and later let several children 
read the whole. Perhaps the class will at length be able to close 
the books and repeat the lines in concert. Suggest that each child 
learn the w^ords before the next class period. 

Conversation : 

Make a list on the blackboard of all the different fruits that 
the children can think of. Let them tell, if they can, w^here and 
how each fruit grows, and for what it is used. The children may 
be surprised to learn that pineapples grow on low plants close to 
the ground. The various habits of the grape family are interest- 
ing. What fruit is most used? Ask the children to bring to the 
next class a list of all the kinds of apples they can learn; to find 
out if they can where most of our apples are raised; and how 
many are eaten every year. Ask some child to be ready to tell 
at the next hour the story of "Appleseed John." A version is 
found in For the Children's Hour, by Bailey and Lewis. The 
teacher will find many interesting facts about the culture of 
fruits in Carpenter's How the World Is Fed. 

Activity : 

The children will enjoy illustrating some part of the poem 
'' September," either with water colors or crayons. If there is 
time, the appropriate stanza may be written beneath. 

Possibly the children have planned to pop the corn at this 
period. They will especially enjoy shelHng the popcorn from the 
cob. Some may shell; others may pop; and still others may 
make the bags, and place the popcorn therein as it is ready. If 
the popcorn is to be sent away as a gift, enough should be popped 
so that the givers also may have a share. 



SEPTEMBER 49 

Prayer : 

This simple grace may be used: 

"For food and all thy gifts of love, 
We give thee thanks and praise; 
Look down, O Father, from above, 
And bless us all our days." 
Story : 

To add to the pleasure of the party, the teacher may tell 
"The Apple Dumpling" from The Story-Teller by Maud Lindsay 
or "Old Man Rabbit's Thanksgiving Dinner" from Children s 
Stories by Esenwein and Stockard. 



CHAPTER X 

ROBIN REDBREAST 
Conversation : 

From the lists of apple names brought by various children a 
composite list can be made upon the blackboard. The children 
will probably be surprised to know that there are in all three hun- 
dred kinds of apples in the world. The children \yi]l have acquired 
much information from their parents and their grocer about 
where apples are raised and in what quantities they are sold. 
Let each child name if he wishes his favorite apple, and tell what 
its season is, and how he likes best to eat it. Some child will be 
ready with the story of "Appleseed John," or it may be told 
by the teacher. 

Reading : 

Let as many as wish repeat from memory the lines of "Sep- 
tember" learned at the last period. The teacher may then read 
for the class William AUingham's "Robin Redbreast." Let the 
children tell what month is represented by each stanza — 
August, perhaps, October, December. A few questions will help 
the children to appreciate the beauty of the imagery in these 
stanzas. Is it true that the garden smiles faintly in late August? 
Why are the thrushes silent? Do the leaves come down in hosts? 
Why does the poet call the trees Indian princes? How will they 
turn to ghosts? Why does he say "scanty" pears and apples? 
Where does the cricket find his fireside? Where does the mouse 
find the wheatstack? Do the nightwinds tremble? How are the 
frosty ways like iron? Why does the poet say that the branches 
are "plumed with snow"? The children will like to read the 
stanzas again and again in groups of three, each child picturing 
one month. 

Song: 

If the teacher desires to introduce a new song, it may be 

50 



ROBIN REDBREAST 51 

''Winter" {Rote Songs, No. 18). Especially appropriate is the 
second stanza of ''Thank the Lord" {A First Book of Hymns 
and Worship, No. 17). 

Prayer : 

Most appropriate with this lesson is the harvest prayer 
already learned: 

"We thank our loving Father God, who gives us everything, 
Who sends the sunshine and the showers, and makes rich harvest 

spring. 
He clothes the lilies of the field ; he feeds each bird and beast ; 
And all may share his tender care, the greatest and the least." 

Activity : 

The problem will arise: What is the best way of feeding 
winter birds? Many people scatter crumbs on the ground. Why 
is this not a good plan? The children will find many reasons. 
The wind blows the food away; the snow covers it; animals eat 
it; many birds do not eat crumbs at all; some birds are ac- 
customed to find their food in the trees and will not eat from 
the ground. Let the children tell what they know of the kind of 
food and the manner of eating used by different birds. Then lead 
them to suggest suitable ways of feeding birds. The simplest is, 
of course, to hang small pieces of suet or beef trimmings on the 
branches of the trees. A bird table for the window-sill may be 
suggested. A slot large enough to hold the branch of a tree may 
be cut in a block of wood, which is nailed to the windows-sill; or 
small holes to hold twigs may be bored. Small pieces of suet are 
then wound on the twigs, and are quickly discovered by the 
hungry birds. 

Such a table should be constructed, if possible, for the window 
of the classroom. The teacher may invite the children to report 
at the next class what each has done at home. A valuable help 
for the teacher is the pamphlet, Attracting Birds About the Home, 
published by the National Association of Audubon Societies. 



III. PROTECTION FOR THE WEAK 

God is our refuge and strength, a very present help in trouble. 
— Psalm 46. I. 

Deliverance for those who put their trust in God, his care 
for the weak and helpless creatures of nature, are illustrated in 
the three stories of Moses and the two poems of winter cold. 
XL The Ark of Bulrushes. 
XII. Fire and Cloud. 

XIII. The Camp in the Wilderness. 

XIV. Winter Night. 
XV. Winter Snow. 



CHAPTER XI 

THE ARK OF BULRUSHES 
Conversation : 

Let each child tell what he has done at home for the winter 
birds, and what his success has been. If some children have 
made an effort, and have failed to attract the birds, help them to 
discover the reason. Perhaps the effort has come too late. The 
birds may already have perished from hunger, or been driven 
south by failure to find food. It is important that winter feeding 
should begin early. Encourage the children to keep the bird 
tables for use when the first birds return in the spring, and also 
for early use next fall. Those children who have been successful 
in attracting the birds will delight to tell their experiences. 

Reading : 

Many pictures of the infant Moses are obtainable. Before 
reading the story from the book the teacher may allow some 
child to tell the story of the picture as he has heard it. She 
should ask the children to find the flags in the picture, the ark of 
bulrushes, the river's brink, in order that these words may be 
understood when the story is read. Why did the mother plan to 
put the baby on the river? Did she guess what would happen? 
Did the princess know that the nurse was the baby's mother? 
What do you think happened to Miriam? 

Song: 

The lullaby, ''Sleep, Baby, Sleep" {Rote Songs, No. 2) is very 
appropriate. Such a song the mother of Moses may have sung 
to him, for we learn from the next story that these people owned 
flocks of sheep and herds of cattle. The teacher may sing for the 
children "Baby Moses" (A First Book of Hymns and Worship, 
No. 95). 

55 



56 EVERYDAY LESSONS IN RELIGION 

Dramatization : 

The story of Moses may be dramatized, a large doll serving as 
the baby. The children will quickly improvise a river with chalk 
marks on the floor, or some strips of paper. They will probably 
suggest using chairs to represent the flags among which Miriam 
hid. Most Old-Testament dramatizations appeal especially to 
the boys. This is one in which the girls will delight. 

Pictures : 

If desired, a booklet may be made, containing pictures of the 
three stories of Moses, with some brief written comment upon 
each. The Wilde penny pictures include all three subjects. 
Drawings may be made by the children, one each day, picturing 
the three stories: the covered basket on the river, the dry land 
in the midst of the sea, the water gushing from the rock. 

Prayer : 

The closing prayer previously learned is especially appropriate 
at the conclusion of this lesson: 

"Dear Father, ere we part, we lift our hearts to thee, 
In gratitude and praise for blessings full and free. 
Go with us to our homes, watch o'er and keep us there, 
And make us, one and all, the children of thy care." 



CHAPTER XII 

FIRE AND CLOUD 
Songs : 

The following beautiful "Morning Song" may be used: 

"Thou, true God alone, who dost reign above us. 
Hear this morning prayer which begins our day. 
Thou, upon thy throne, thou dost ever love us ; 
We are in thy care; bless us, we pray." 

— (Rote Songs, No. 127). 

Remembering the story of the baby Moses, the children will 
wish to sing ''Sleep, Baby, Sleep." 

Dramatization : 

The class will probably be eager to dramatize again the story 
of Moses in the bulrushes. Children of this age are seldom 
satisfied with the first performance. Perhaps some of the girls 
have brought draperies and headbands for the princess and her 
maidens, a large baby doll, and a covered basket. The teacher 
should first talk over with the class the performance of the last 
period and should encourage them to offer suggestions for 
improvement. 

Reading : 

The children will be interested to hear how Moses grew up, to 
save his people from the cruelty of Pharaoh. The wonderful 
story "Fire and Cloud" appeals strongly to the imagination. Ask 
the children if they have ever seen the sea become dry land. 
Perhaps some have lived by the seashore and are familiar with 
the tides. Others have seen the river disappear in the summer 
heat. Let them describe the river bed and the "tide flats." Who 
has seen in the sky a pillar of cloud? Has anyone seen a pillar 
of fire? The children may think of the funnel-shaped wind clouds, 
of the bright clouds at sunset, of the Aurora Borealis. 

57 



58 ^EVERYDAY LESSONS IN RELIGION 

Prayer : 

Our loving Father, we thank thee for thy help and thy con- 
stant care. Be with us each day, guard us from danger, and help 
us always to do thy will. 

Activity : 

Ask the children if this story could be dramatized. Why not? 
Could it be presented in a moving picture? Perhaps they will 
suggest a sand-table representation. Figures of men, animals, 
and chariots may be cut from heavy paper or cardboard. The 
class will choose the moment to be represented, whether before 
or after the Hebrews have crossed the sea, or the time of crossing. 
It will probably take two periods to complete the necessary 
figures and place them. 



CHAPTER XIII 

THE CAMP IN THE WILDERNESS 
Activity : 

The children will wish to complete the representation of the 
story 'Tire and Cloud." Some may have worked at home in 
cutting and coloring the figures, and in devising means to make 
them stand. 

Songs : 

The ''Morning Song" {Rote Songs, No. 127) may be used. 
Especially appropriate also are the words of "For the Beauty of 
the Earth" {A First Book of Hymns and Worship, No. 16). 

Reading : 

The tale of Robinson Crusoe is enjoyed at this age. The story 
of "The Camp in the Wilderness" has a similar appeal — the 
satisfaction of primitive needs. The loneliness and desolation of 
this camp should be emphasized, the great hunger and thirst of 
the people. 

Conversation : 

The story will remind the children of their own camping ex- 
peditions, and they will enjoy relating experiences. The teacher 
may ask how they obtained water, and they will mention the 
well, the spring, the stream, the lake. How did they obtain food? 
What supplies did they take along? How was the village reached 
where food could be purchased? Were there farms near? What 
food could be obtained about the camp? Let a list be made upon 
the board of wild foods — blackberries, blueberries, crabapples, 
greens, fish, game. The children should feel that the fruits and 
berries, the springs of clear water about our camps, are no less 
miracles of God's goodness than the manna in the wilderness. 

59 



6o EVERYDAY LESSONS IN RELIGION 

Prayer: 

"For food and all thy gifts of love, 
We give thee thanks and praise. 
Look down, O Father, from above. 
And bless us all our days." 
Story : 

If a story is desired, it may be ''The Clever Rat" from 
Children's Stories by Esenwein and Stockard. It is a humorous 
story, but shows how good fortune follows those who are both 
clever and kind. 



CHAPTER XIV 

WINTER NIGHT 
Memory verses : 

Before reading the new verses, let the children recall those 
previously learned. Who can recite "All Things Bright and 
Beautiful," 'The Great World," ''September"? Memory gems 
are quickly lost, but may become a permanent acquisition if 
reviewed at gradually lengthening intervals. 

Reading : 

The bit of verse is called ''Winter Night." Of what does this 
title make you think? Snow, perhaps, cold, darkness, wind. 
After the teacher has first read the poem to the children, she may 
ask them to name the four sounds of the wind — blow, shriek, call, 
scold. What does the wintry wind do— with the snow, the trees, 
the windows, in the hall? What little creatures must find protec- 
tion? Where does each hide? Let the answers be given in the 
words of the poet. After the silent study of each stanza, ask some 
child to read it so that all will hear the bitter wind. Let several 
read the four stanzas, and ask the class to decide who most 
makes them feel the wind. Suggest that each child memorize one 
stanza before the next class. Some may declare their intention 
of learning all. 

Songs: 

Many pretty winter songs are available: "When Fields Are 
White" {Rote Songs, No. i6); "It Snows in the Night" (No. 20); 
"The Wind" (No. 31). Especially beautiful are the words of 
"Winter" (No. 18): 

"All the winter long the trees are bare; 
Not a green leaf flutters anywhere; 
Winds from icy regions blow, 
61 



62 EVERYDAY LESSONS IN RELIGION 

Down the hillside drifts the snow; 

Crows and squirrels ask for scraps of bread ; 

One would think the river frozen dead! 

"Yet the trees are dreaming as they stand; 
Rosy buds are ready to expand; 
When the breath of spring is felt, 
All the ice and snow will melt; 
Full of life the river'll rise and flow; 
There'll be food for squirrel and for crow." 

Prayer : 

We thank thee, God, for the beauty of the winter time, for 
the snowy hills upon which we play, for our homes, and for those 
who gather with us there about the fireside. 

Story: 

The teacher may tell the fable of ''The Ant and the Grass- 
hopper": 

One summer day an Ant was busy gathering grain in the fields 
for her winter's store. 

A Grasshopper who was chirping near by saw the Ant and 
said, 'Why not come and chirp with me instead of toiling all the 
summer day?" 

"I am toiling to lay up food for the winter," said the Ant. 
"When the cold weather comes you will wish that you had toiled 
also." 

"Why think about the winter now?" said the Grasshopper. 
"The sun is warm and food is plentiful." 

And he chirped more gayly than ever. But the Ant went on 
her way, and continued to gather grains. 

At last the snow came and covered all the food. The Grass- 
hopper was ready to die with hunger. Sadly he came to the Ant 
and begged for something to eat, but she said, "I have no more 
than I need. If you had worked in the summer, instead of 
chirping all day, you would never have come to want." 



WINTER NIGHT 63 

Conversation : 

How does the squirrel make ready for winter? the rabbit? How 
do we prepare for the cold weather? Who helps us to prepare? 
Where did Mary obtain her new winter coat? Who made it? 
Where did the woolen cloth come from, the silk lining, the cotton 
interlining, the fur collar, the pretty buttons? The children may 
wish to make Mary's coat a problem — to find out before the next 
class how many states or countries and how many people helped 
in preparing this garment. 

Activity : 

Some little children are not so well protected as Mary from 
the winter wind. Why? The teacher may picture the suffering 
of little children in our great, cold cities. What can we do to help? 
Invite each child who can to bring to the next class one warm 
garment for another child — a pair of mittens, stockings, a scarf 
or a cap. 



CHAPTER XV 

WINTER SNOW 
Activity : 

The children will be interested to count the garments brought 
in, and to sort them according to size or use. They will like to 
make some little toy to accompany each garment: a paper doll 
or a jumping-jack. Jointed animals are fun to make. Heads, 
legs, and bodies are cut from heavy paper, and fastened together 
with paper fasteners. Patterns for jointed animals may be 
obtained from Milton Bradley, Springfield, Massachusetts. 

Conversation : 

The class will want to continue the problem offered by the new 
coat. Let the various materials be listed upon the blackboard, 
with the locality from which each may have come, and the 
workers who helped to prepare it. Permit the children to tell 
what they have learned about the various processes involved. 
The teacher will find help in Carpenter's How the World Is Clothed, 
and Chamberlain's Hoiv We Are Clothed. 

Songs : 

"Winter" will be sung again, and also the "Morning Song" 
{Rote Songs, No. i8 and 127). 

Prayer : 

"Dear Lord, we thank thee for thy care, 
And all thy mercy sends; 
The food we eat, the clothes we wear, 
Our health, our homes, our friends." 
Reading : 

Perhaps some child can repeat the whole of "Winter Night." 
Others know some one stanza, and may be chosen to recite the 
poem in groups of four. 

64 



WINTER SNOW 65 

The rime "Winter Snow" is so simple and so familiar that it 
need not be read first by the teacher. She may ask the question 
in each stanza, the children reading silently the answer. Some 
child may then be called upon to respond, either in his own words 
or the words of the poet. Later, a child may ask the questions, 
and three children previously chosen may read the responses. 
The children will want to repeat this exercise until all have had 
turns to read. Finally, let the class close books, and attempt to 
repeat the lines from memory. Tell the children that all may 
have the opportunity to recite alone at the next class. 

Story : 

Recall the fable of ''The Ant and the Grasshopper.^' Do the 
children know who wrote it? Who was i^sop? What is a fable? 
It is a little story with a lesson, in which animals and plants speak 
and act like human beings. The teacher may tell the fable of 
"The Gourd and the Pine Tree": 

The oldest tree in the forest was a tall pine that had been 
growing slowly and steadily for hundreds of years. It was so 
strong and so beautiful that all considered it the king of the forest 
trees. 

A tiny seed was dropped one day at the roots of the great 
pine tree. The little seed was very proud of itself, for it was 
going to be a gourd- vine. It puffed and it swelled, and it puffed 
and it swelled, until it burst its hard shell and began to grow. 
It sent out two wiry tendrils and seized the bark of the pine tree. 

"In a few weeks I shall be as tall as the pine tree," said the 
little gourd-vine. "The world shall see how quickly I can grow." 

So the little gourd-vine tugged at its roots and pulled at its 
stem, and stretched its stalk, and grew and grew. It held tightly 
to the trunk of the pine tree, and climbed and climbed. In a 
few weeks it had reached the highest branch. 

"Aha!" cried the little gourd- vine to the old pine tree. "You 
have been growing for hundreds of years, and I began only this 
season — and I am as tall as you I" 



66 E\'ERYDAY LESSOXS IX RELIGION 

But the old pine tree made no answer. Soon \\inter came, and 
a great snowstorm swept over the forest. A mighty wind shook 
the forest trees, and its icy breath withered the flowers, and 
drove the birds to the far-away South. The old pine tree stood 
strong and beautiful in the storm, while the wind whistled 
through its great branches, and wound sno"^y scarfs about them. 
But alas, for the poor gourd-vine I It had grown so fast that it 
had not grown weU. Its stalks were weak and its leaves were 
soft. The vnjid tore it from the trunk of the pine tree, and it fell 
in a heap on the ground. The snow drifted above it, and that 
was the end of the proud gourd-\dne. 

Application : 

Are boys and girls sometimes like the gourd-\dne? How must 
children grow, if they are to withstand the winter cold? List the 
requirements on the board, as they are mentioned: Plenty of out- 
door play ; plenty of milk and cereal and fresh vegetables ; plenty 
of sleep in a room with open "vsindows; and, most important of 
all, a cheerful disposition. 

If possible, let a simple edition of ^Esop's Fables be placed in 
the children's reading collection, and suggest that occasionally 
during spare moments a child learn a fable to tell and discuss 
with the class. 



IV. VICTORY FOR THE VALIANT 

The Lord is my light and my salvation; whom shall I fear? The 
Lord is the strength of my life; of whom shall I be afraid? — 
Psalm 27. I. 

The valor of Gideon and his three hundred, of Jonathan and 
his armor-bearer, and of young David is unsurpassed in story- 
land. May the boys and girls who read the tales of these youth- 
ful heroes learn to say with them, '^1 will lift up mine eyes to 
the hills, from whence cometh my help." 
XVI. The Battle of the Lamps. 
XVIL The Army on the Hill. 
XVIII. The Giant Champion. 
XEK. I Will Lift Up Mine Eyes. 



CHAPTER XVI 
THE BATTLE OF THE LAMPS 

Memory verses : 

Let those who can, repeat from memory the lines read at the 
last class, "Winter Snow," and also the stanzas of ''Winter 
Night." Other verses memorized may be repeated also, either in 
concert or individually. 

Reading : 

This thrilling story needs only the enthusiasm of the teacher 
to make it live in the imagination of the pupil. Make sure that 
the meaning of "wary" is understood. Why was drinking the 
water a test of caution? What other traits besides caution made 
these men good soldiers? Let the children note their boldness, 
their alertness, their obedience. 

Song: 

Appropriate here is the majestic old hymn, "Come, Thou 
Almighty King" {Rote Songs, No. 41). 

"Come, thou almighty King, 
Help us thy name to sing; 

Help us to praise. 
Father all glorious, 
O'er all victorious. 
Come and reign over us, 
Ancient of days." 
Prayer : 

This prayer by Gerrit Verkuyl may be used: 

"At the opening of this day, 
Lord, we come to thee and pray; 
Thou hast kept us through the night ; 
69 



70 EVER\T>AY LESSOXS IX RELIGION 

Thou hast brought us to the light. 

All the day protect and cheer us; 

Give us strength and be thou near us. 

Help us to be brave and true 

In what we think and sa}' and do." 
Activity : 

A sand- table representation will aid those children who live in 
a flat countr}' to understand the stor}-. They can represent the 
few tents of the Israelites on the blufi and the great camp of the 
^lidianites in the valley. The children "^ill want to include the 
camels, which were ''without number." As the ston,* takes place 
at night, all the figures may be made black. Silhouettes of men 
may be cut from black pasteboard, with a dash of red to indicate 
the upKfted torch. Each may stand upright in a groove cut in a 
small block of wood. If sand is not available, the bluff may be 
represented by a stool or a box covered roughly -^ith dark paper 
or cloth. If the objects necessar\' cannot be completed in one 
period, the children will probably volunteer to work at home. 



CHAPTER XVII 
THE ARMY ON THE HILL 

The children will wish to add the finishing touches to the 
representation of the story of Gideon, and will thus recall the 
incidents. 

Prayer : 

The class may be asked to join in the opening prayer, which 
was used in the last lesson by the teacher: 

**At the opening of this day, 
Lord, we come to thee and pray: 
Thou hast kept us through the night ; 
Thou hast brought us to the light ; 
All the day protect and cheer us ; 
Give us strength and be thou near us ; 
Help us to be brave and true 
In what we think and say and do." 
Songs : 

''Come, Thou Almighty King" will again be used. The heroic 
mood will probably lead the children to call for "America" (A 
First Book of Hymns and Worship, No. 90). If another patriotic 
song is wanted, let it be "The Flag Going By" (Rote Songs, 
No. 48): 

"O beautiful banner, all splendid with stars, 
That down the street comes flying. 

Proud emblem of the free! 
My heart and hand salute you, 
Dear flag of liberty. 

"From ocean to ocean you brighten our land, 
O'er prairie, forest, mountain. 

Superb against the sky. 
O flag for which men labor, 
O flag for which men die!" 
71 



72 EVERYDAY LESSONS IN RELIGION 

March : 

This beautiful flag song will probably inspire the children to 
wish to march behind the flag. If possible, a truly beautiful silk 
flag should be provided. 

Reading : 

This story is not so well known as the stories of Gideon and 
of David. It may be new to the class. They will appreciate the 
absurdity of the multitude's flight before the two bold youths. 
In the oral reading the children should be encouraged to reveal 
the spirit of the two plucky boys, the taunting assurance of the 
men of the garrison. Allow several the opportunity to read the 
portions of the story containing dialogue, and let the class decide 
which interpret most accurately. 

Dramatization : 

The action and the abundant dialogue make this incident 
suitable for dramatization. Upon the playground or in a large 
hall all the children may be used to represent the opposing forces. 
If the room is small, only the speakers may take part. The bluff 
may be represented simply by a group of tables or desks, upon 
which are seated the watchful Philistines. 

Handwork : 

To prepare for playing this story again, or the next story of 
''The Giant Champion," the children may wish to make some 
helmets for the hosts to wear. A very simple helmet may be 
made by cutting two semicircles from silver or gray paper, and 
pasting the circular edges together. Every child will be pleased 
to have one, whether or not he expects to have a part in the 
dramatization. The helmets should be left at school for use in 
the next period. 

If the children suggest making shields also, ask each child to 
bring from home next time a large pasteboard box to furnish 
the material. 



Chapter xviil 

THE GIANT CHAMPION 
Handwork : 

If a number of large suit boxes have been brought by the 
children, shields may be made to use with the helmets. They 
may be cut circular or oval, and covered with silver or gray 
paper. The children will probably suggest an emblem for the 
front, and a handle of course must be attached to the back. 

March : 

The owners will probably want to march, bearing the shields 
and wearing the helmets. Allow some child to act as leader. He 
may wish to group the children by fours or eights, and may be 
able to use some military commands. 

Songs : 

"America," "The Flag Going By," and "Come, Thou Almighty 
King," will be called for. 

Prayer : 

Help us, O God, to trust in thee as did Gideon and Jonathan, 
knowing that the victory is always to the faithful and the valiant, 
May thy blessing rest upon our great country. So guide us that 
we may be ever true to the cause of right. 

Reading : 

The story of "The Giant Champion," like that of "The 
Army on the Hill," contains much dialogue and is full of feeling. 
Considerable time should be spent on the oral reading, in order 
that the children may become aroused to an enthusiastic inter- 
pretation. What is the mood of Goliath's opening challenge? Of 
his question to David? What is Saul's attitude toward David? 
How does David's tone differ in his speech to Saul, and in that 

73 



74 EVERYDAY LESSONS IN RELIGION 

to Goliath? What was the name of the king's son who gave gifts 
to David? How were David and Jonathan ahke? If the teacher 
wishes, she may tell of the beautiful friendship which later de- 
veloped between these two boys, and may relate the story of 
*^The Three Arrows" (i Samuel 20). This story is told in 
Volume III of Tlie Bible in Graded Story, together with other 
stories from the Hfe of David. 

Dramatization : 

The children may wish to play again the story of ^'The Army 
on the Hill." "The Giant Champion" also is well adapted for 
dramatization. Several children will want to be David and 
GoHath, and many turns should be allowed. Let the class decide 
who interprets best. The stone, of course, will be imaginary. 
The armor which has been made will greatly increase the pleasure 
of the dramatization. 



CHAPTER XIX 

I WILL LIFT UP MINE EYES 
Handwork : 

To complete the armor for the dramatization, it will be 
necessary to make swords. They may be cut from heavy card- 
board, and covered with silver paper. If the school is equipped 
with scroll saws, the children will be delighted to cut small 
swords from wood, and nail on a crosspiece for the handle. 

March : 

Many will be eager to lead in the marching; a new leader may 
be chosen by the class, or appointed by the former captain. 

Dramatization : 

The children will wish, of course, to dramatize the two little 
stories, using the armor that has been made. Perhaps they will 
want to invite in another group and share these two plays with 
them. When the time has been set, an invitation may be worded 
by the class and copied by some child. 

Songs : 

If a new song is desired, it may be ''Our Country" {Rote 
Songs, No. 95). 

"From every land and nation 
Around this world so wide, 
To our great country men have come 
To work and strive and make a home, 
As brothers side by side, 
As brothers side by side. 

**0 dear and lovely country, 

That spreads from sea to sea, 

• To you we pledge our hearts to-day, 

To you we pledge our lives for aye; 

O nation of the free! 

O nation of the free!" 

75 



76 EVERYDAY LESSONS IN RELIGION 

Reading : 

The psalm may be presented as a song of David. The teacher 
will read it first as a whole. Later, she may read alternate verses, 
asking the children to read responsively, as grown people do in 
church. Afterward some child who reads well may be chosen as 
a leader, and the psalm thus read through several times. If 
similar reading is continued during several lessons, the psalm 
will at length be memorized, and may be used for concert or 
individual recitation, or for responsive recitation without the 
books. 

Conversation : 

In connection with these hero stories of the Old Testament the 
teacher should lead the children to compare the methods of war 
in David's time and in recent conflicts. Lists may be made upon 
the board of weapons and implements used in Bible times and 
of present instruments. The greater magnitude of present 
methods will help the class to see the desirability of peace. 

Story : 

The story of "Two Brothers" from ''The Story Teller" by 
Maud Lindsay, is most suitable for the conclusion of this lesson. 
It tells of two brothers who, by their courage and faithfulness, 
saved their country from war. Appropriate also is the story of 
''Saint George and the Dragon," found in Children's Stories ^ by 
Esenwein and Stockard. 

If the story of ''The Three Arrows" was told in the pre- 
ceding lesson, the children will like to hear "The Lame Prince," 
the beautiful tale of David's kindness to Jonathan's son. It is 
found in Volume III of The Bible in Graded Story. 



V. REWARD IN WELL-DOING 

Wait on the Lord, and keep his way, and he shall exalt thee 
to inherit the land. — Psalm 37. 34. 

He who persists in well-doing shall in no wise lose his reward 
— such is the lesson taught by the story of the four boys who 
dared to do right. Temperance in eating and fearlessness in 
pursuing the right are virtues needed in childhood as well as in 
adult life. The two whimsical poems by Stevenson further 
emphasize the rewards of being good. 
XX. The King's Meat. , 
XXI. The Fiery Furnace. 
XXIL The Den of Lions. 

XXIII. Good and Bad Children. 

XXIV. A Good Boy. 



CHAPTER XX 

THE KING'S MEAT 
Dramatization : 

A few minutes at the beginning of the period may be used for 
the playing of the stories of Jonathan and of David before 
another group. Perhaps the children have planned to include in 
the plays some marching of the helmeted troops. At the conclu- 
sion the psalm of David, "1 Will Lift Up Mine Eyes to the Hills," 
may be read by some one child, or responsively by the group. 

Reading : 

Let the children know that they are to read three stories about 
the captive boys of Babylon. The children will enjoy the odd 
proper names 'in these stories — Shadrach, Meshach, Abednego, 
Nebuchadnezzar. Time should be allowed at the beginning of 
each lesson for pronouncing the names, in order that the chil- 
dren may not stumble over them in the reading. 

Ask the children what it means for a city to be besieged, to be 
taken. Why did the king wish to carry off the children? How 
did the four boys probably spend their time during the three 
years preceding their appearance before the king? What else is 
needed besides wholesome food, to make boys strong and tall 
and skillful? Let the children tell, if they can, how an athlete 
is trained, what foods he must eat and what forego, what hours 
he keeps, what exercises he takes. 

Songs : 

"Our Country" is appropriate with these lessons {Rote Songs, 
No. 95). As a hymn may be used the ''Song of Praise" (Rote 
Songs, No. 39), or "Thank the Lord" {A First Book of Hymns 
and Worship, No. 17). 

79 



8o EVERYDAY LESSONS IN RELIGION 

Prayer : 

"Dear Lord, we thank thee for thy care, 
And all thy mercy sends: 
The food we eat, the clothes we wear, 
Our health, our homes, our friends." 

Conversation : 

The story of "The King's Meat" is of great hygienic value. 
The superiority of vegetables and fruits over meats and sweets 
cannot be overemphasized with children. The teacher may well 
spend some time in rousing an interest in vegetable foods. The 
class will enjoy making a classification of vegetables. What part 
of the plant do we prepare when we serve carrots, potatoes, 
asparagus, rhubarb, cabbage, peas, tomatoes, peanuts? Let the 
teacher list upon the board, as they are named by the children, 
the root vegetables, the tubers, the leaves, the stems, the seeds, 
the pods. Many interesting facts about vegetables and their 
history may be learned from Carpenter's How the World Is Fed 

Activity : 

The children may be allowed to model, paint, draw, or cut 
vegetables and fruits. If the school has a variety of material, 
each child may be permitted to choose his own medium. How 
many vegetables can be pictured or modeled which will be 
clearly recognized by the class? Let a contest be instituted. The 
work may be saved for mounting at the next period. 



CHAPTER XXI 

THE FIERY FURNACE 
Activity : 

The clay vegetables and fruits made at the last period may be 
painted, and those drawn may be mounted. Some of the children 
may wish to make posters, by cutting a basket, a wheelbarrow, 
or a pushcart, and mounting therein the fruits previously cut. 

Reading : 

Before turning to the new story the psalm may again be read 
responsively. No story in the Bible is more thrilling than ''The 
Fiery Furnace," and none has greater beauty of form. Let the 
children name the many phrases that are repeated. Let them 
describe the cornet, flute, and harp. What other kinds of music 
can be named? What instruments mentioned by the class were 
not known in Babylon? Let the class distinguish between the 
offices of captain, ruler, judge. Why is not Daniel mentioned in 
this story? What was his office? 

Make sure that the children appreciate the splendid answer of 
thq three young men to the king: ''O king, if it be just, our God 
is able to save us from the burning fiery furnace, and he will save 
us, O king. But if not, know, O king, that we will not worship 
the golden image which you have set up." There is no more 
heroic speech in literature. The deep feeling in the various 
speeches should be evident in the oral reading. Allow several 
children the opportunity to read the interview between the king 
and the three young rulers. 

Hymn: 

Appropriate at the close of this story is the first stanza of the 
beautiful hymn "How Wondrous and Great" {Rote Songs, No. 
42): 

8? 



82 EVERYDAY LESSONS IN RELIGION 

"How wondrous and great 

Thy works, God of praise! 
How just, King of Saints, 

And true are thy ways ! 
Oh, who shall not fear thee, 

And honor thy name? 
Thou only art holy. 

Thou only supreme." 

"Come, Thou Almighty King" may also be used. 

Prayer : 

The following prayer may be introduced as one that might 
have been spoken by Daniel and his friends. If the teacher 
prefers, only the last four lines may be used. 

"Lord, we need thy keeping grace 
In the struggles we must face. 
Sorely tempted we may be. 
Losing, were it not for thee. 
Guide us, Father, by thy hand; 
Help us follow thy command. 
Every day we want to show 
Whom we love and serve and know." 

— Gerrit Verkuyl. 



CHAPTER XXII 

THE DEN OF LIONS 
Reading : 

''The Den of Lions" will not be new to the children; neither 
will it ever be old. Note the parallelism between this story and 
''The Fiery Furnace." Let the children tell how the two stories 
are alike. In both a wrong decree is made, the decree is disobeyed, 
punishment follows, and deliverance. Ask the children how 
Darius was different from Nebuchadnezzar. How did the wrong 
decree originate in each case? Call attention to the decree made 
at the end of each story. Which is better? 

At the conclusion of the story let the children recite the psalm, 
"I Will Lift Up Mine Eyes to the Hills," either in concert or 
responsively, the teacher leading. Afterward allow the children 
to repeat it individually, if they are able. Perhaps this very 
psalm was spoken by Daniel, as he knelt before the open win- 
dows. 

H5min: 

The second stanza of "How Wondrous and Great" may be 
added : 

"To nations long dark 

Thy light shall be shown; 
Their worship and vows 

Shall come to thy throne; 
Thy truth and thy judgments 

Shall spread all abroad, 
Till earth's every people 
Confess thee their God." 
Prayer : 

Let the children join in the prayer: 

"Lord, we need thy keeping grace 
In the struggles we must face. 
83 



84 EVERYDAY LESSONS IN RELIGION 

Sorely tempted we may be, 

Losing, were it not for thee. 

Guide us, Father, by thy hand; 

Help us follow thy command. 

Every day we want to show 

Whom we love and serve and know." 
Activity : 

If some blocks can be borrowed from the kindergarten or the 
first grade, the story of Daniel may be well illustrated in this way. 
The castle, Daniel's house with the open windows, and the lions' 
den may be built of blocks. Lions in reclining posture may be 
molded from clay. Some children who are especially skillful in 
modeling may volunteer to make the figures of Daniel and the 
king. The clay figures may be painted at the next period, and 
used with the blocks to complete the representation of the story. 
Later the lions may be taken home and used as paperweights, to 
remind the owners of the fortitude of Daniel. 



CHAPTER XXIII 

GOOD AND BAD CHILDREN 
Handwork : 

The lions molded from clay at the last period may be painted 
with water color a dark brown, and placed in the den which has 
been constructed of blocks. 

Dramatization : 

Perhaps the children will wish to dramatize the story of ''The 
Den of Lions." As the speeches are somewhat long, it may be 
that the class will wish to read the story again before playing it. 
The speeches may be written upon the blackboard, with any 
additional conversation that the children think is desirable in 
the acting of the story, and the play may then be read "in parts" 
by various groups of children. The decree of the king will be 
more prominent in the play if it is called abroad by a herald. If 
the children wish to represent the prayer of Daniel before the 
open windows, some beautiful hymn or psalm already known 
should be used. Let the class choose which one. Some child who 
feels the story sincerely should be chosen for Daniel. The den 
may be represented by the coat room, and the lions only 
imagined. However, the children may volunteer to take the 
part of lions, and may wish the den to be visible, constructed 
of chairs or screens, from which the curtains have been removed. 
If the play is to be given later for another group, the children 
may wish to make lion costumes of dark cloth, or manes of 
brown paper. 

Songs : 

Songs of winter will be sung from time to time, as weather 
conditions suggest. The new hymn, "How Wondrous and 
Great," may be sung at each period, until the children have made 

85 



% EVERYDAY LESSONS IN RELIGION 

the words their own. To know a few really beautiful hymns well 
will mean more than to be slightly familiar with many. A hymn 
should, as a rule, be sung at each lesson, until the children can 
sing it well without the help of the teacher. Afterward it may 
be sung occasionally as it is called for. The child should have as 
his permanent possession at the end of the course several beauti- 
ful hymns. 

Prayer : 

''Search me, O God, and know my heart: try me, and know 
my thoughts: and lead me in the way everlasting." 

Reading : 

The name of Robert Louis Stevenson is already familiar to the 
children. Let them mention some verses that he has written. 
The class will enjoy the humor in the present rime, "Good and 
Bad Children." The teacher should first read the rime for the 
children. Before asking them to read be sure that they understand 
the meaning of all the unusual words: brittle, stately, sedately, 
diet, bewildering, sages, unruly, unduly, gabies. Write all the 
riming words on the board in pairs. The children will enjoy pro- 
nouncing them, and will thus become familiar with those that are 
new. It is this series of quaint double rimes that makes the 
verse so delightful. 

Some questions should be asked about the content. How does 
Stevenson think that good children should behave? How do bad 
children act, according to the poem? What becomes of the good 
children and of the bad? Why does Stevenson say ''nephews and 
nieces" in the last stanza? Does he imply that all bad children 
will remain maids and bachelors? Let the children name some 
boys who in ancient ages grew to be kings and sages. They may 
think of Joseph, of David, of Daniel and his three friends. Were 
these children bright and quiet and content with simple diet? If 
the children like this rime, they will probably want to memorize 
it. 



GOOD AND BAD CHILDREN 87 

Stories : 

Occasionally some child may be permitted to read or tell to 
the group a story which he has enjoyed at home and would like 
to share. The significance of the story is not of great importance. 
The aim is to encourage the children to share their pleasures with 
others. Sometimes a child is pleased to loan a favorite book to 
classmates who have shown an interest in his story. 



CHAPTER XXIV 

A GOOD BOY 
Dramatization : 

The beginning or the end of the hour may be set aside for the 
dramatization of the Den of Lions before another class. Some- 
times the first grade or the second may be invited ; sometimes the 
fifth or the fourth. Children who have brothers or sisters in 
another class will not be satisfied until that group has been 
invited. These social contacts with other children and other 
teachers are most desirable. 

Songs : 

Let the children call for favorite songs that have been used 
during any part of the course. Perhaps some songs may be sung 
individually or in small groups. If a new hymn is desired, it may 
be ''The Lord is Ever Near" (A First Book in Hymns and Worship, 

No. 6). 

Prayer : 

Many metrical prayers have been used. Occasionally it is well 
to let some child choose which of these prayers the class shall say. 
Or the teacher may repeat the first lines of two that she thinks 
suitable for the lesson, and let the child choose which of the two 
shaU be spoken. In the development of appreciations, choice 
plays an important part. 

Memory verses : 

Perhaps the children can repeat in concert or individually the 
lines of ''Good and Bad Children." Other memory verses may be 
recalled, as the children suggest. 

Reading : 

"A Good Boy" will prove interesting. Who speaks in this 
rime? How old is this child? What happens to him when he is 



A GOOD BOY 89 

not good? The children will probably insist upon telling their 
own dreams, good and bad. The relation of bad dreams to bad 
eating should be mentioned. 

Stories : 

The teacher may tell the story of "The Plate of Pancakes," 
from the Storyteller, by Maud Lindsay. The story tells how a 
little boy learned to say the word that is spelled with the four- 
teenth and the fifteenth letters of the alphabet. From Children's 
Stories by Esenwein and Stockard, may be told "The Little 
Hero of Haarlem," the story of a boy who saved his city by his 
courage and faithfulness. 



VI. JOY IN SERVICE 

He that goeth forth . . . bearing precious seed, shall . . . come 
again with rejoicing. — Psalm 126. 6. 

Service in the church and in the home, to strangers and to 
members of the family, is illustrated in the story of young 
Samuel, and in the tales of the two prophets. The four songs 
following show service in nature, and the opportunities of the 
child to serve, every day and everywhere. 
XXV. The Voice in the Temple. 
XXVI. The Guest Room. 
XXVII. The Serving Maid. 
XXVIII. The Cruse of Oil. 
XXIX. Old Dame Cricket. 
XXX. Bee and Clover. 
XXXI. Little Christel. 
XXXII. Guests. 



CHAPTER XXV 

THE VOICE IN THE TEMPLE 
Reading : 

Before reading the story, the teacher should tell the children 
something about the temple of Samuel's day, and what the 
customs of worship were. How did they differ from the worship 
in our churches to-day? Let the class name the possible duties 
of Samuel in the temple. How are his obedience and faithfulness 
shown? 

Prayer: 

''Search me, O God, and know my heart: try me, and know 
my thoughts: . . . and lead me in the way everlasting." 

Hymn: 

Ask the children what songs they know that are sung some- 
times in the church service. They will mention "For the Beauty 
of the Earth," "Come, Thou Almighty King," "How Wondrous 
and Great," "America." 



Psalm: 

Let the psalm, "I Will Lift Up Mine Eyes to the Hills" be 
repeated in concert or responsively. 

Conversation: 

Let the children tell who serves in the church to-day. The list 
may be placed on the board: the minister, the secretary, the 
choir, the organist, the ushers, the janitor, and others the children 
may name. The duties of each may be mentioned. Some chil- 
dren will be surprised that the minister does more than to preach 
on Sunday. Perhaps the class will want to make a separate list 
of those who serve in the Sunday school. What services may 
children render in the church or the Sunday school? The children 

93 



94 EVERYDAY LESSONS IN RELIGION 

will think of many useful acts and, of course, of the offering of 
money. 

Activity : 

What could this class do for the church? Perhaps each child 
would like to make a little bank, for the purpose of saving pennies 
and nickels. The banks may be made of clay, in any form that 
the indi\ddual child may originate, with a small opening in the 
top for inserting coins. The children may plan to paint them at 
the next period. If clay is not available, each child may bring 
next time a small pasteboard box with a lid. The lid can be 
fastened down with gummed seals, which form a pretty border 
near the top of the box; and, of course, a small opening will be 
cut. 

The children may fix a day near the end of the year, when the 
banks will be opened, and may plan what they wiU do with the 
money. Something may be purchased for the church or the 
Sunday-school room — a new picture or a basket to hold flowers; 
or the money may be sent as a gift to some mission church that 
the children know about. 



CHAPTER XXVI 

THE GUEST ROOM 
Handwork : 

The clay banks made at the last period may be painted. 
Enamel renders the object more durable. If cardboard boxes or 
cartons have been brought in, these also may be painted, and 
when they are dry, the tops fastened on with the gummed seals, 
previously mentioned. If preferred, the seals may be made by 
the children. 

Reading : 

The story of '^The Guest Room" has a homely simplicity. Ask 
how many have in their homes a guest room. How is it furnished? 
Who sometimes occupies it? Let those who wish tell how they 
have entertained their guests. The children will enjoy the quaint 
phrases in this story: 'Tt fell on a day"; "Turn in and eat." 
What might the king or the captain have done for the good 
woman and her husband? Why did she not wish such favor? 

Prayer : 

"Dear Lord, of thee three things I pray: 
To know thee more clearly, 
To love thee more dearly, 
To serve thee more nearly, 
Every day." 

Song: 

Most appropriate with these lessons is the old carol, "Good 
King Wenceslas" {Rote Songs, No. 129). It will be much enjoyed 
because the phraseology is odd, and because it tells a story, and 
may be sung in parts. 

95 



96 EVERYDAY LESSONS IN RELIGION 

Chorus: 

Good King Wenceslas looked out, on the feast of Stephen, 
Where the snow lay round about, deep and crisp and even. 
Brightly shone the moon that night, tho the frost was cruel, 
When a poor man came in sight, gathering winter fuel. 

King: 
"Hither, page, and stand by me, if thou knows't it telling, 
Yonder peasant, who is he, where and what his dwelling?" 

Page: 
"Sire, he lives a good league hence, underneath the mountain. 
Right against the forest fence, by Saint Agnes fountain." 

King: 
"Bring me flesh and bring me wine; bring me pine logs hither: 
Thou and I will see him dine, when we bear them thither." 

Chorus: 

Page and monarch forth they went, forth they went together; 
Through the rude wind's wild lament, and the bitter weather. 

Page: 
"Sire, the night is darker now, and the wind blows stronger; 
Fails my heart, I know not how, I can go no longer." 

King: 
"Mark my footsteps, my good page, tread thou in them boldly; 
Thou shalt find the winter's rage freeze thy blood less coldly." 

Chorus: 

In his master's steps he trod, where the snow lay dinted; 
Heat was in the very sod, which the saint had printed. 
Therefore, Christian men, be sure, wealth or rank possessing, 
Ye who now will bless the poor, shall yourselves find blessing. 

Conversation : 

At the last period, the children talked of service in the church. 



THE GUEST ROOM 97 

• 

Who serves in the school? The children will mention the super- 
intendent, the supervisor, the principal, the teacher, the janitor. 
Do the children serve in the school? Let a list be made of their 
opportunities to help: picking up papers on the grounds, running 
errands, carrying messages to parents, passing materials. The 
teacher should see that the children immediately have larger 
opportunities for this sort of helpfulness. Children of this age 
have abounding energy, and they love to help when their service 
is cordially welcomed. They are eager to arrange chairs, straighten 
cupboards, sort materials, and do all kinds of useful tasks, and 
will frequently come early or stay after school to help, when 
their assistance is appreciated. Such service will create a feeling 
of ownership in the school and of friendship toward the teacher, 
that can be inspired in no other way. 

Call the children's attention to the appearance of the class- 
room. This is a room where they often entertain guests. Is it 
attractive? How could it be made more so? Let the children 
offer suggestions for making the room more orderly or more 
beautiful. They may suggest bags to hold rubbers, if they are in 
the habit, as some school children are, of placing rubbers on the 
floor beneath their seats. They may suggest making dust-cloths 
to use in keeping the room tidy. A flower box or some cretonne 
draperies might be obtained for the windows. A pretty border 
could be made to place above the blackboard. The teacher may 
guide the class to choose some enterprise which lies within their 
ability and means. Perhaps the children can help in providing 
the necessary materials, so that the work can be begun at the 
next period. 



CHAPTER XXVH 

THE SERVING MAID 
Activity : 

The work for improving the classroom will be begun. Perhaps 
the children have agreed to undertake two or three projects, and 
the class will be divided into groups, according to ability or 
inclination. If sewing is to be done, considerable time must be 
allowed, for children of this age w^ork slowly. 

Reading : 

The story of "The Serving Maid" is very picturesque. Who, 
in a former story, was carried away captive to a strange land? 
Did the little maid of Israel receive kind treatment in her new 
home? Why do you think that she did? What sort of a man was 
Naaman? Do you think that he was kind as well as brave? How 
many people wished to help him? There were the little maid, his 
wife, the one who carried the message to the king, the king of 
Syria, the prophet, God. Do you think the little maid held a 
different position thereafter? 

Prayer : 

The children may perhaps choose the prayer. This one is 
appropriate : 

"At the opening of the da}', 
Lord, we come to thee and pra}-; 
Thou hast kept us through the night; 
Thou hast brought us to the light. 
All the day protect and cheer us; 
Give us strength and be thou near us. 
Help us to be brave and true 
In what we think and sa}- and do." 
Hymns: 

''How Wondrous and Great" may be used well at the close of 
the story. The carol, "Good King Wenceslas," will, of course, be 
sung again. 

98 



CHAPTER XXVHI 

THE CRUSE OF OIL 
Activity : 

Probably a second period will be required to complete the 
projects undertaken for the room. The children should be 
allowed the pleasure of putting in place whatever has been made. 
If some complete their work before others, the time may be spent 
in finding stories or fables to read or tell to the group. 

Reading : 

Before reading the story of ''The Cruse of Oil," make sure 
that the children understand the significance of drought. Ask 
them what would happen if no rain fell in this country for many 
years. Help them to see that without rain our beautiful farm 
land would become a desert. Where had the good woman 
obtained the meal and the oil? Why could she get no more? 
Why was she willing to give Elijah her last cake? 

Prayer : 

What prayers of thanksgiving for food does the class know? 
The children will recall "For Food and All Thy Blessings, Lord," 
and also "Dear Lord, We Thank Thee for Thy Care." Let some 
child choose which shall be spoken to-day. 

Songs : 

Does the class know a hymn of thanksgiving for the rain? 
Some child will recall the "Song of Praise": 

"God, we thank thee for the showers; 
God, we thank thee for the dew; 
Mighty trees and flowers small; 
God, our Father, gave them all," 
99 



loo EVERYDAY LESSONS IN RELIGION 

''Good King Wenceslas" is especially suitable with this lesson. 
Sometimes the boys may take the part of the king, and the girls 
the part of the page. When the words have been fully learned, 
the parts, of course, will be assigned to individual children. 

Conversation : 

The children will be delighted that they have read the last 
story in their book. They will count the rimes remaining, and 
may even beg to read two in one day in order that they may more 
quickly claim the distinction of having read their book through. 
They may wish to entertain their mothers at the close of this 
course of lessons. If plans are made some time in advance, a 
motive is furnished for the review of songs and verses. Let the 
children decide what sort of a program they would like to give, 
and what preparations they wish to make. 

The story of the cakes of meal may suggest making some 
cookies. Ask the children what is needed to make cookies to-day 
besides meal and oil. Invite them to bring recipes of their 
mothers to the next class. What wiU be needed to serve the 
cookies? They may wish to decorate napkins or to make tiny 
baskets. 



CHAPTER XXIX 

OLD DAME CRICKET 
Conversation : 

Several children have perhaps brought in recipes for cookies. 
The teacher may read some of them aloud, and let the children 
choose one that they think is simple or especially to their liking. 
This recipe may be placed upon the blackboard, and the quan- 
tities noted. If possible, let the class figure out how the quantities 
must be increased to provide cookies enough for the party. 
Perhaps some will volunteer to bring ingredients — flour or sugar. 
Tell them to report next time what they can bring, after consul- 
tation with their mothers. 

Writing : 

Each child may write a note of invitation to his mother. The 
invitation may be worded by the group, and merely copied by 
each child, or each child may word his own. The invitations 
may be decorated, according to the suggestion of the children. 

Story : 

The story of the '^Coming of the King," by Laura E. 
Richards, may be told: 

Some children were at play in their playground one day, when 
a herald rode through the town blowing a trumpet and crying 
aloud: ''The king! The king passes by this road to-day. Make 
ready for the king." 

The children stopped their play. "Did you hear that?" they 
said. "The king is coming. He may look over the wall and see 
our playground; who knows? We must put it in order." 

The playground was very untidy. In the corners were scraps 
of paper and broken toys, for these were careless children. But 
now one brought a hoe, and another a rake, and a third ran to 

lOI 



102 EVERYDAY LESSOXS IX RELIGION 

fetch a wheelbarrow from behind the garden gate. They labored 
hard, till at length all was clean and tidy. 

''X"ow it is clean,'' they said. "But we must make it pretty 
too, for kings are used to fine courts." 

Then one brought sweet rushes and strewed them on the 
ground. Others made garlands of oak leaves and pine tassels and 
hung them on the walls. The littlest one pulled marigolds and 
threw them all about the playgrounds, ''to look Kke gold," he said. 

When all was done the playground was so beautiful that the 
children clapped their hands for pleasure. 

"Let us keep it always like this," said one; and the others 
cried, "Yes, yes, that is what we will do." 

They waited all day for the coming of the king, but he did not 
come. Toward sunset a man with travel-worn clothes and a kind, 
tired face passed along the road, and stopped to look over the 
waU. 

"\Miat a pleasant place I" said the man. "^lay I come in and 
rest?" 

The children brought him in gladly, and set him on a seat that 
they had made. 

"It is our playground," they said. "We made it pretty for the 
king, but he did not come, and now we mean to keep it so for 
ourselves." 

"That is good," said the man. 

"And for the children who come to play mth us," said another. 

"That is better," said the man. 

"And for tired people to rest in," said the Httlest one. 

"That is best of all," said the man. 

He sat and rested and looked at the children with such kind 
eyes that they told him all they knew; about the five puppies in 
the barn, and the robin's nest with four blue eggs in it; and the 
shore where the gold shells could be found. 

By and by he asked them for a cup of water, and they brought 
it to him in the best cup, with the gold border. Then he thanked 
the children, and rose and went on his way. 



OLD DAME CRICKET 103 

The children stood by the wall, and watched him go. The sun 
was setting, and the light fell in long slanting rays across the 
road. 

''He looks very tired," said one of the children. 

''But he was kind," said another. 

"See!" cried the littlest one. "How the sun shines on his hair! 
It looks like a crown of gold." 

Reading : 

The children will appreciate the liveliness and humor of "Old 
Dame Cricket." Let them describe the cricket, tell how he makes 
his chirping noise. How many have heard a concert given by 
crickets? Call attention to the form of the verse. Are all the 
lines of the same length? Note the delightful rime scheme. The 
oral reading should be sprightly. 

Song: 

Following the reading, the song of "The Robin" may be 
introduced {Rote Songs, No. 74). It continues the story. 

"There came to my window one morning in spring 
A sweet little robin; she came there to sing. 
The tune that she sang, it was prettier far 
Than any I heard on the flute or guitar. 

"Her wings she was spreading to soar far away, 
Then resting a moment seemed sweetly to say, 
'Oh, happy, how happy the world seems to be! 
Awake, dearest child, and be happy with me.' " 

Prayer : 

The following prayer has been adapted from Robert Louis 
Stevenson : 

The day returns and brings us its round of duties. Help us to 
perform them with laughter and kind faces. Let cheerfulness 
abound with industry. Give us to go blithely on our business all 
this day. Bring us to our resting beds weary and content, and 
grant us in the end the gift of sleep. 



CHAPTER XXX 

BEE AND CLOVER 
Conversation : 

The children will be ready to tell what they can contribute 
toward the making of the cookies; perhaps some have brought 
a small quantity of flour or sugar. Ask how many have at home 
cookie cutters in odd or fancy shapes. Invite all who can to bring 
one; the more different shapes the better. A time for making the 
cookies will be set, perhaps at the next class period. If there are 
not facilities in the school for baking, then perhaps a committee 
of children may be chosen to go to the house of the teacher or of 
some friend. 

Activity : 

Whatever is necessary for serving the cookies may be made — 
doilies or little baskets; plain napkins may be decorated. 

Songs : 

''The Robin" will be sung again. Let the children decide what 
songs they w^ish to sing for their friends at the party; and sing 
these over individually and in small groups. 

Memory verses : 

The class may decide also what memory verses shall be given, 
and who shall recite them. Perhaps they will want to include 
''Old Dame Cricket," and the new verses to be read to-day, 
"Bee and Clover." 

Reading : 

Some study of the bee will add much to the enjoyment of this 
little rime. Is "roaring" a good adjective to describe the bumble- 
bee? How does he make this loud buzz? Where are his pockets? 
W^hat is the money that he carries on his hind legs? Does Bumble 
pay some other flowers for their honey? If the children do not 

104 



BEE AND CLOVER 105 

know of the pollenization of flowers, the teacher may explain. 
Many flowers in order to form seeds must have pollen from some 
other flower. The bee who flies about gathering nectar for honey 
and pollen for bee-bread, gives pollen freely to these waiting 
flowers. The tiny blossoms of the clover cluster, however, do not 
come in contact with the bee's clumsy hind legs, and therefore 
Clover does not "sell her honey." If possible, the teacher should 
secure a clover blossom, fresh or dried, to show the children. 
Pictures of the bee showing the honey sac and the pollen baskets 
may be found in Bee People, by Margaret Warner Morley. 

Prayer : 

The prayer printed at the end of the children's reader may be 
used. After asking the children to find it in their books, the 
teacher may read it reverently, as a prayer, and then ask the 
children to read with her. 

Stories : 

If a story is desired, it may be ^'The Legend of the Dandelion," 
or *'The Daisy," from Hans Christian Andersen. Both stories 
are found in For the Children's Hour, by Bailey and Lewis. 

Also appropriate is the fable of "The Discontented Chickens," 
told by Esenwein and Stockard in Children's Stories. 



CHAPTER XXXI 

LITTLE CHRISTEL 
Activity : 

Final preparations will be made for entertaining the mothers 
at the next period. Possibly the cookies are to be made. Some 
additional decoration for the room may be attempted. Perhaps 
the children have planned for an exhibit of work done in the 
course. Some of the sand or clay representations of Bible stories 
may be arranged for display. Booklets or other art work may 
be placed attractively on tables. 

Songs and verses : 

The children will wish to review all the songs and verses that 
are to be given at the next period. 

Reading : 

^'Little Christel" makes direct application of the lesson in the 
preceding stories and verses. The children will need some help in 
comprehending the first two stanzas. Where had Christel been? 
What had she heard in the church? What did the minister say? 
Why did she walk slowly? Why did she smile half sadly? Did 
Christel find some kindness to do? Why did she think the wind- 
mill happy? The brook? Did she know that she had obeyed the 
minister's command? 

Prayer : 

The prayer following 'Tittle Christel" may be read by the 
class in concert. Some of the children may be allowed to read it 
individually, remembering always that it is a prayer. 

Story : 

The story of "The Stone in the Road," an Eastern fable, is 
suitable for telling with any of these lessons: 
There was once a very rich man who lived in a beautiful castle 

1 06 



LITTLE CHRISTEL 107 

hear a village. He loved the people who lived in the village, and 
he tried to help them. 

He planted beautiful trees near their homes, and made parties 
for their children, and every Christmas he gave them many hand- 
some gifts. 

But the people were very unhappy, because they too could not 
be rich. 

One day the rich man got up very early in the morning and 
placed a large stone in the road which led past his house. Then 
he hid himself behind the hedge and waited to see what would 
happen. 

By and by a poor man came along driving a cow. He scolded 
because the stone lay in the road, but he walked around it and 
went on his way. 

Then a farmer came, on his way to the mill. He complained 
too because the stone was there, but he drove around it and 
went on his way. 

So the day passed. Everyone who came by scolded because the 
stone lay in the road, but no one removed it. 

At last, just at nightfall, the miller's boy came past. He was 
a hard-working fellow, and was very tired, because he had been 
busy since early morning in the mill. 

But he said to himself: "It is almost dark. Somebody may 
fall over this stone in the night, and perhaps be badly hurt. I 
will move it out of the way." 

So he tugged at the heavy stone. It was hard to move, but he 
pulled and pushed and lifted, until at last he moved it from its 
place. To his surprise he found a bag lying underneath. 

He lifted the bag. It was heavy, for it was filled with gold. 
Upon it was written: "This gold belongs to the one who moves 
the stone." 

The miller's boy went home with a happy heart, and the rich 
man went back to his castle. He was glad indeed that he had 
found someone who was willing to help others. 



CHAPTER XXXII 

GUESTS 

The children will wish to greet their mothers informally as 
they arrive. They will wish to show them what they have made 
for the room, their work on display. The little program of songs 
and verses may be given. It should be as spontaneous as possible. 
Perhaps the children will want to read or tell some of the stories 
that have been illustrated, in order that the guests will better 
understand the representation. Perhaps they have planned for 
the dramatization of some story. If only songs and verses are to 
be given, then there may be time for some mother to sing or to 
tell a story to the children. The cookies made by the children 
will be served. The children may choose a prayer to repeat in 
parting. It may be this blessing: 

''Dear Father, ere we part, we lift our hearts to thee, 
In gratitude and praise for blessings full and free. 
Go with us to our homes, watch o'er and keep us there, 
And make us, one and all, the children of thy care." 



108 



BOOK II 

THE STAR IN THE EAST 

"The Star in the East" contains sixteen stories taken from 
the New Testament, and sixteen poems of nature and child Hfe. 
In Book I the topics emphasize especially the gifts of God; in 
Book II, gifts for others. The deeds of Jesus and the stories 
that he told furnish abundant examples of love for parents and 
friends, help for sick and needy, kindness to animals. The topics 
follow : 

I. Little Children. 
11. Our Parents. 

III. The Sick. 

IV. The Needy. 
V. Our Pets. 

VI. Our Friends. 



I. LITTLE CHILDREN 

Whoso shall receive one such little child in my name receiveth 
me. — Matthew i8. 5. 

The Baby of Bethlehem brought to the world a deeper love 
and reverence for all babies. In memory of the gifts presented 
by the Wise Men to this most wonderful Baby, gifts are given 
at Christmas time to little children everywhere. 
I. The Baby of Bethlehem. 
II. Gifts of the Wise Men. 
HI. Three Ships. 
IV. Christmas Eve. 



CHAPTER I 

THE BABY OF BETHLEHEM 
Reading : 

''The Baby of Bethlehem" is the most beautiful of all 
stories. Its charm grows with each hearing. In this story 
especially the teacher's reading should precede the class read- 
ing and should create a feeling for the beauty of the language 
and of the images. Let only those children who read well be 
chosen for the oral reading. The impression of the story should 
not be spoiled for the class by the hesitant reading of one child. 

Carols : 

It is desirable that children should early learn the beautiful 
carols that are sung about the community tree and in the church 
service. ''Silent Night" and "Oh, Come All Ye Faithful" are 
sufficiently simple and are always loved {Rote Songs, No. 43 
and 86). 

Pictures : 

Beautiful pictures of the Nativity add very much to the 
child's appreciation of the story and of the carols. The teacher 
should secure at least one large picture. It is possible to obtain 
in the penny size many lovely pictures illustrating the birth and 
childhood of Jesus. The class will enjoy looking at these and 
comparing them. Let the children tell which Madonna they like 
best, which picture of the Wise Men, which Flight into Egypt. 
They will like to learn the name of the artist who painted 
each favorite picture. 

Activity : 

Each child will be glad to choose one picture to mount and 
take home. An appropriate text may be written under the pic- 

113 



114 EVERYDAY LESSONS IN RELIGION 

ture, perhaps, "Glory to God in the highest, and on earth peace, 
good will toward men." If preferred, the pictures when mounted, 
may be fastened together to form a scrapbook, and given to a 
children's home. 

Stories : 

With this lesson may be told the legend called *^The Christ- 
mas Visitors," retold by Esenwein and Stockard in Children's 
Stories; or "The Legend of St. Christopher" adapted by Bailey 
and Lewis in For the Children's Hour. 



CHAPTER II 

GIFTS OF THE WISE MEN 
Reading : 

The story of the Wise Men will be better understood if the 
children know something of the study of the stars. Find out 
what stars or star groups the children know. They will be inter- 
ested to hear of the many beautiful stories about the stars and 
of the strange beliefs concerning them. What can the children 
tell about travel in the desert? How were the rich gifts carried? 
Perhaps some child can describe these gifts. 

Poem : 

The teacher may read to the children "A Christmas Lullaby," 
by John Addington Symonds. 

"Sleep, baby, sleep! The Mother sings: 
Heaven's angels kneel and fold their wings. 
Sleep, baby, sleep! 

''With swathes of scented hay thy bed 

By Mary's hand at eve was spread. 

Sleep, baby, sleep! 

"At midnight came the shepherds, they 
Whom angels wakened by the way. 
Sleep, baby, sleep! 

"And three kings from the East afar, 
Ere dawn came, guided by the star. 
Sleep, baby, sleep! 

"They brought thee gifts of gold and gems, 
Pure Orient pearls, rich diadems. 
Sleep, baby, sleep! 

"5 



ii6 EVERYDAY LESSOXS IX RELIGIOX 

"But thou who liest slumbering there, 
Art king of kings, earth, ocean, air. 
Sleep, baby, sleep! 

"Sleep, baby, sleep! The shepherds sing: 
Through heaven, through earth, hosannas ring. 
Sleep, baby, sleep!" 
Carols : 

In addition to "Silent Xight'' and ''Oh. Come All Ye Faith- 
ful," the quaint old carol, "The First XoeL"" may also be sung. 
The children enjoy it because it teUs a complete story. The first 
five stanzas only should be used {Rote Songs, Xo. 87). 

Conversation : 

Because the Wise ^len brought gifts to the child Jesus, gifts 
are given at Christmas time to Kttle children ever}"^'here. ^^Tlat 
gifts are suitable for smaU children? Why are toys necessary to 
their well-being, as weU as food and clothing? The teacher may 
emphasize the need for toys, not only at Christmas but at all 
seasons, in homes for orphans, in nurseries and kindergartens. 
She may teU of one school where the boys and girls bring through- 
out the year their broken and discarded toys. These toys are 
mended and repainted. Parts of old doUs are put together to 
make new doUs, and pretty clothes are made. These sound toys 
are then given to lonely Httle children, as they may be needed. 

Activity : 

Probably a wish -^-ill be expressed by the class to engage in 
some similar enterprise. The children may volunteer to bring 
toys from homes to be thus used. Or they may wish to make 
some toys outright. The teacher will talk with them about 
materials, and encourage them to bring from home empty spools, 
smaU wooden and cardboard boxes, corks, and other suitable 
materials. They may begin at once, if they -^ish, by making 
marbles or doU dishes of clay, to be painted later with enamel. 
These are not very durable unless they are* fired, but give much 
pleasure in the making. 



CHAPTER III 

THREE SHIPS 
Activity : 

The children may have brought from home old toys, to be 
renovated; or materials for making toys. Much can be done 
with spools and small wooden boxes. Spools can be used as legs 
for tables, chairs, and beds, and also as wheels for wagons and 
airplanes. Spool dolls can be made by fastening several spools 
together with heavy cord. Floating toys can be made by using 
corks. Ducks, frogs, and other water creatures can be cut from 
cardboard and colored. When they are inserted vertically in a 
cork, they will float on the water in a most realistic way. The 
teacher will be surprised at the ingenuity of the children if 
suitable materials are collected. 

Carol: 

The children will wish to sing again "The First Noel," and other 
carols that have been introduced. The teacher may tell about 
the many beautiful carols which have been sung at Christmas 
time through many centuries and in many tongues, and about 
the carolers who go from house to house on Christmas eve in 
these strange lands. The carolers in France carry a representation 
of the stable of Bethlehem. In Roumania they are dressed as 
biblical characters. In Holland they follow a large illuminated 
star borne on a pole. 

Reading : 

Some have thougnt the Wise Men traveled on foot; some, on 
camels; others, by ship. The children will enjoy the repetition 
in the strange old carol, "Three Ships." 

Stories : 

Suitable stories to use with this lesson are "The Promise," 
from The Story-Teller, by Maud Lindsay; and "Why the Chimes 
Rang," by Raymond Macdonald Alden. 

117 



CHAPTER IV 

CHRISTMAS EVE 
Activity : 

Additional materials will probably be brought in, for making 
toys. Several periods may be spent upon this activity if the 
children are interested. 

Carols : 

If a new song is desired, it may be the '^Cradle Hymn/' by 
Isaac Watts. It is sometimes sung with the tune "Nettleton/' 
found in any church hymnal. 

"Hush, my dear, lie still and slumber; 
Holy angels guard thy bed; 
Heavenly blessings without number 
Gently falling on thy head. 

"Sleep, my babe, thy food and raiment, 
House and home, thy friends provide; 
All without thy care, or payment. 
All thy wants are weU supplied. 

"How much better thou'rt attended 
Than the Son of God could be, 
When from heaven he descended, 
And became a child like thee! 

"Soft and easy is thy cradle; 

Coarse and hard the Christ-child lay, 
When his birthplace was a stable, 
And his softest bed was hay." 
Prayer : 

Heavenly Father, we thank thee for our food and clothing, 
and for our comfortable homes. We thank thee for our parents 

Il8 



CHRISTMAS EVE 119 

and friends, who give us beautiful gifts. May our gifts bring joy 
to many little children. 

Reading : 

The rime *' Christmas Eve" will be enjoyed by children of this 
age, many of whom have but recently found "who the little man 
is." Very few children of eight still believe in Santa Claus, but 
they enjoy playing Santa Claus for the pleasure of younger chil- 
dren as much as do their elders. 

Conversation : 

The children will enjoy telling their experiences in playing 
Santa. They will be interested to hear that the form of giving 
varies in different lands. In Spain the three kings bring gifts to 
the children, and leave them upon the doorstep. In parts of 
France it is the little Noel who comes, attended by angels who 
bear the toys. In Russia it is old Babousca. The children will 
enjoy the tale of Babousca. 

When the Wise Men were crossing the desert, some say, they 
stopped at the hut of Babousca, and invited her to go with them 
to see the Christ-child. But because the hour was late and the 
weather was cold Babousca refused to go. After the Wise Men 
had left, Babousca was sorry that she had not gone. She filled a 
basket with pretty toys for the Baby; she put on her long cloak, 
and with her staff she started out to follow the Wise Men. But 
it was too late. The wonderful star had traveled on. They say 
that old Babousca is traveling still. On Christmas Eve, when 
the children are lying asleep, Babousca comes softly through the 
snowy fields. She enters each home, and looks at the sleeping 
children. When she does not find the Christ-child she goes 
sorrowfully on her way, but she leaves upon the pillow of each 
little child a pretty toy. 

In Italy also the old woman comes, but there she is called 
Befina. She rides through the air upon a broomstick, and leaves 
her gifts in an urn of fate, from which each child must draw, and 
be content with what is received. 



120 EVERYDAY LESSONS IN RELIGION 

Stories : 

With this lesson may be told 'The Great Walled Country," by 
Raymond Macdonald Alden, and also "Cosette's Christmas 
Eve," by Victor Hugo. Both stories are found in Little Folk's 
Christmas Stories and Plays, by Ada M. Skinner. A version of 
Little Cosette is found in For the Children's Hour, by Bailey 
and Lewis. 



II. OUR PARENTS 

Honor thy father and thy mother: that thy days may be long 
upon the land which the Lord thy God giveth thee. — Exodus 20. 12. 

The loving care illustrated in the two stories from the child- 
hood of Jesus and in the verses which follow should inspire in 
the child a spirit of loving helpfulness toward father and mother. 
V. The Journey to Egypt. 
VI. The Journey to Jerusalem. 
VII. Mother. 
VIII. A Lullaby. 



CHAPTER V 

THE JOURNEY TO EGYPT 
Activity : 

If the toys have been completed, the children will wish to help 
in packing them. They may suggest writing a little note to 
accompany each toy, telling the child who will receive it, what 
the toy is, and how it can be used, and the name of the one who 
made it. 

Song: 

The '^Cradle Hymn," by Watts, may be sung again, and the 
words learned. 

Prayer : 

The following prayer, adapted from Ida F. Leyda, is suitable 
for use with these lessons: 

"Thank you, Father from above, 
For the friends and home we love, 
For our parents' loving care, 
For the world so bright and fair. 
Thank you for the food we eat, 
For the sunshine pure and sweet, 
For the darkness and the light, 
For the day and for the night, 
For the songs we love to sing. 
Thank you, God, for everything." 
Reading : 

"The Journey to Egypt" appeals to the children because of the 
mystery — the secret questioning of the Wise Men, Herod's 
hidden plan, the stealthy departure of the Wise Men, the night- 
time journey to Egypt. Ask the children to tell how many secrets 
the story contains. What other baby was once saved from a cruel 

123 



124 EVERYDAY LESSONS IX RELIGION 

king? In what way are the two stories ahke? The teacher should 
emphasize the love of parents shown in both stories. 

Illustration of the story: 

''The Journey to Egypt" is well suited to a table representa- 
tion. Tiny celluloid dolls may be appropriately dressed. Let 
them be seated in the shade of a rock or a tree, while the Httle 
gray donkey stands waiting by the side of the road. The castle 
of the king may be seen in the distance. 

After the plan has been suggested the children may volunteer 
to bring to the next period the materials. Some little girl may be 
able to furnish the dolls from her doU-house. Large stones wiU 
represent the rocky hills shown in the pictures. The children may 
plan to cut twigs from real trees to represent bushes and trees, 
but these soon wither. Trees may be made from green crepe 
paper. A large sponge dyed green and placed on a stick makes a 
very realistic tree. 



CHAPTER VI 

THE JOURNEY TO JERUSALEM 

Activity : 

The representation of the flight into Egypt may be completed. 
The dressing of the dolls would best be done with the teacher's 
help. Handkerchiefs with pretty colored borders can be used for 
the Oriental drapery. 

Songs : 

A new lullaby may be introduced. ''The Slumber Song" and 
''All Through the Night," from Rote Songs, are appropriate. The 
teacher may sing both songs for the children, and allow them to 
choose one to learn. The loving care of the mother is shown 
especially in "All Through the Night": 

"Sleep, my child, and peace attend thee, 

All through the night; 
Guardian angels God will send thee 

All through the night. 
Soft the drowsy hours are creeping, 
Hill and vale in slumber steeping; 
I my loving watch am keeping 

All through the night. 

"Mother dear is close beside thee 
All through the night, 
Watching that no harm betide thee 

All through the night. 
Through the open window streaming, 
Moonlight on the floor is gleaming, 
While my baby lies a-dreaming 
All through the night." 
125 



126 EVERYDAY LESSOXS IX RELIGION 

Prayer : 

The children may be asked to join in the prayer: 

"Thank you. Father., from above, 

For the friends and home we love. 

For our parents' lo\*iiig care. 

For the world so bright and fair. 

Thank you for the food we eat, 

For the sunshine pure and sweet, 

For the darkness and the Hght, 

For the day and for the night, 

For the songs we love to sing. 

Thank you, God. for ever}1:hing." 
Reading : 

Before the ''Journey to Jerusalem" is read, the teacher may ask 
the children to tell what they know about the temple at Jeru- 
salem. They will remember the story of the child Samuel. The 
teacher may tell how the temple had changed since Samuel's 
boyhood, about the magnihcent temple built by Solomon, its 
destruction, and its rebuilding. \"\Tiy did Jesus wish to go to 
Jerusalem? \Miy did he remain in the temple? Of what were 
the ministers speaking? \Miat questions may Jesus have asked? 
\Miy did his parents ^"ish him to return ^ith them? \Miy was 
Samuel's mother willing, on the other hand, to leave her son in 
the temple? How did Samuel's mother show her love for him? 

Conversation: 

Ask the children about the occupation of Joseph. How did the 
mother of Jesus probably spend her time? The children will hke 
to teU of the occupations of their o-^ti fathers, and of the skiU 
that their mothers possess in cooking, needlework, or music. The 
duties of the children in the home should be stressed. A Hst may 
be made upon the blackboard of all the ways in which these 
children help their parents. Each child may be asked to keep 
a brief diary for the next week or until the next class recording 
all the helpful activities in which he engages at home. The hsts 
may be brought to school and compared. 



CHAPTER VII 

MOTHER 

The children may have brought their lists of home occupations. 
Some of these may be read for comparison. Who has the most 
complete or the most interesting list? 

Prayer : 

The following prayer has been adapted from Jeremy Taylor: 
Hear our prayer, O Lord, and consider our desires. Give unto 
us true gentleness, a helpful and a loving spirit, a kindly and a 
useful manner of life. Grant us to be faithful in keeping promises, 
loving to our relatives, careful of our charges, to be gentle toward 
younger children, and ready for every good work. 

Reading : 

The children will enjoy the two little rimes. Is it true that 
there are hundreds of stars and hundreds of shells, hundreds of 
birds, bees and butterflies? Let the children estimate how many 
really there are. Is it true that there is only one mother the wide 
world over? What makes this rime especially pretty? Let the 
children note the repetition of the word "hundreds," the very 
pretty rime scheme. Is it true also that birdies with broken wings 
hide from each other? What do animals do when they have been 
hurt? What do boys and girls do? Both of these rimes may be 
memorized. The second will be learned as soon as it is read. 

Songs : 

Ask the children what lullabies they know. They will recall 
"Sleep, Baby, Sleep," learned some time previously, and also 
''Silent Night," ''Watts' Cradle Hymn," "All Through the 
Night." The teacher may show pictures of mother and child — 
some especially beautiful madonnas, a mother and a child in a 

127 



128 EVERYDAY LESSOXS IN RELIGION 

humble cottage, a mother m a beautiful home. As the lullabies 
are sung, let the class decide which picture best fits each lullaby. 
The children ■\;\iUHke to know the name of the artist of each 
picture chosen. 

Story : 

The teacher may relate the story of ''Hans and the Wonderful 
Flower," from For the Children's Hour, by Bailey and Le^as. It 
is a legend of the Rhine, telling how a shepherd boy set aside his 
own interests to render a servdce to his mother. 

The ''Jar of Rosemary," from The Story-Teller, by Maud 
Lindsay, is appropriate. It is the story of a boy who gave his 
dearest plaything in exchange for a jar of rosemary, because his 
mother had wished for this as her birthday gift. 

Activity : 

The story may suggest the making of a gift for the mother. 
It may be a calendar for the month, bearing a picture of a mother 
and a child, and the rime ''Our ^lother" written with care. If 
the children desire a more substantial gift, a little flower pot is 
always suitable. It may be molded from clay, and painted with 
bathtub enamel to make it waterproof; or a tiny florist's pot 
may be decorated. The pot may hold a bulb in the winter, and a 
nasturtium seed or a "^ild violet plant in the spring. 



CHAPTER VIII 

A LULLABY 
Activity : 

The gift for the mother will be completed. If a gift for father 
is desired, it may be a paperweight of clay. After the oval shape 
has been secured two grooves may be made for holding pencil 
and pen. If desired, a tiny silk flag or a candle may stand up- 
right in the center, or a small calendar pad may be attached 
below the pencil groove. Sometimes the pencil grooves are 
omitted, and the paperweight is ornamented with the impression 
of a small leaf or an acorn, or the child may add a clay flower or 
an Indian head. Let each child make his own plan. 

Reading : 

The "Gaelic Lullaby" mentions all the family. What was the 
occupation of this father? Where did the family live? What 
country was it? How do we know that they lived on a farm? 
What was the weather? What time of year do you think it was? 
Would we still place the home in Scotland, even if we were not 
told that this is a Gaelic lullaby? Call attention to the word 
"knowes," and explain that it means "low hills." With what 
word does it rime? Note the parallelism in the three stanzas. 
What words are repeated? What does the first line of each 
stanza tell us about? What does the third line tell about, and 
the fourth? 

After several children have read the verses they will probably 
be memorized. The repetition makes this an easy poem to re- 
member. Recall the two rimes read at the last class. Who can 
say them? 

Songs : 

Let the children sing again the various lullabies, using the 

129 



I30 EVERYDAY LESSONS IN RELIGION 

picture with each. Do the children remember the names of the 
artists? Which picture best fits the GaeHc luUaby? 

Story : 

An interesting nature story illustrating the love of father is 
^'Father Domino," told by Esenwein and Stockard in Children's 
Stories. It is adapted from ''The Biography of a Silver Fox," 
by Ernest Thompson-Seton, and depicts the heroism of a fox in 
guarding his cubs. 

Prayer : 

The prayer from Jeremy Taylor may be used again, or the 
lesson may close with the familiar blessing: 

"Dear Father, ere we part, we lift our hearts to thee, 
In gratitude and praise for blessings full and free. 
Go with us to our homes, watch o'er and keep us there, 
And make us, one and all, the children of thy care." 



III. THE SICK 

I was sick, and ye visited me. — Matthew 25. 36. 

The love of Jesus toward the helpless and the afflicted should 
lead his followers to bring cheer and comfort, as they may, to 
these unfortunate ones. 
IX. The Broken Roof. 
X. The Five Porches. 
XL The Blind Beggar. 
XII. The Little Damsel. 

XIII. One, Two, Three. 

XIV. The Land of Counterpane. 



CHAPTER IX 

THE BROKEN ROOF 
Activity : 

The children will complete the gifts for father and mother. 
They may wish to make cards to accompany them. Perhaps they 
will ask to save the gifts for some special day that is approaching, 
a birthday, Valentine's Day, or Easter; and will plan to make 
the cards suitable for the day. 

Memory verses : 

Let the class repeat individually or in concert the ''Gaelic 
Lullaby," ''Our Mother," and "Birdies with Broken Wings." 

Reading : 

No other story of healing is so interesting to children as that 
of "The Broken Roof." The determination of the four friends, 
and their wit in outstripping circumstance may well be ap- 
plauded. Ask what the four friends did when the man whom 
they had brought to Jesus carried his bed away. How did they 
show their joy? What of the broken roof? 

Illustration of the story: 

A blackboard drawing or a house built of blocks will help the 
children to understand the fiat roof and the outside staircase. 
Small houses with outer staircase may be modeled by the chil- 
dren from clay. 

Hymn: 

The new hymn may be the first stanza of "In Heavenly Love 
Abiding" {Rote Songs, No. 74). 

"In heavenly love abiding, 

No change my heart shall fear; 
And safe is such confiding. 

For nothing changes here. 
The storm may roar without me, 

My heart may low be laid, 
But God is round about me, 
And can I be dismayed?" 
133 



CHAPTER X 

THE FIVE PORCHES 
Songs : 

Songs appropriate to the season will be called for from time 
to tim.e. As spring approaches "Winter" {Rote Songs, No. i8) 
is appropriate, for the second stanza anticipates the breaking up 
of the winter, and suggests the contrast that spring will create. 
The new hymn, 'Tn Heavenly Love Abiding," will be sung again. 

Prayer : 

"For this new morning with its light, 
For rest and shelter of the night, 
For health and food, for love and friends, 
For everything his goodness sends. 
We thank thee, heavenly Father." 
Reading : 

The story of "The Five Porches" is very picturesque. Perhaps 
some of the children have seen a pool like this one with water 
that bubbles up at intervals. The teacher may be able to tell 
about the geysers at Yellowstone Park. People go nowadays to 
hot springs and to mud baths to be made strong. 

Conversation : 

Some of the children may have been in the hospital; others 
have been shut in at home. How did they spend these lonely 
times? Who helped to amuse? Suggestions may be offered for 
a gift to the children's ward in some hospital. 

Activity : 

Scrapbooks are always fun to make. Old magazines can be 
brought from home. After pictures have been cut and trimmed 
they can be assorted according to subjects — pets, farm pictures, 
babies, vehicles, soldiers. Several small booklets will probably 

134 



THE FIVE PORCHES 135 

be more valuable at the hospital than a few large ones. The 
books may be made of heavy paper or cambric. 

Paper dolls are also appropriate. One group of third-grade 
children made paper dolls in families of five, with many clothes 
for each doll. The dolls were cut from a sheet of heavy white 
paper, folded once; and the clothes from colored paper, folded 
twice. The boys made and dressed the boy dolls, and enjoyed 
the labor quite as much as did the girls. 

When the class have decided what enterprise they will under- 
take they may plan together to secure suitable materials, so that 
the work can begin at the next period. 



CHAPTER XI 

THE BLIND BEGGAR 
Activity : 

The children have probably brought from home old magazines 
for making scrapbooks, or pretty colored papers to use in 
making paper doUs. All the children may work together on one 
enterprise, or they may divide, according to inclination, some 
cutting and sorting pictures, and others dressing the dolls. 

Prayer : 

The children will join in the morning prayer: 

**For this new morning with its light, 
For rest and shelter of the night, 
For health and food, for love and friends, 
For everything his goodness sends, 
We thank the heavenly Father." 

Reading : 

The story of "The Blind Beggar'' will be easily understood. 
Most of the children have seen blind beggars on the street 
corners. All have been bhndfolded, and know what it means not 
to see. Perhaps this man had been blind always. What was he 
most glad to see? 

The oral reading should reflect the varied feeling contained 
in this story — the eager questioning of the blind man as he hears 
the approach of the crowd; his frantic outcry for mercy; the 
pleading of his request for sight. The reading should show also 
the rudeness of those who tried to silence the beggar, their quick 
change to courtesy, when he is called by Jesus, and the great 
compassion in the voice of the Master. Few stories present so 
great an opportunity for skillful interpretation. The story may 

136 



THE BLIND BEGGAR 137 

be read by several children, and the class may decide who 
interprets best. 

Hymn: 

The second stanza of ''In Heavenly Love Abiding" may be 
introduced : 

"Wherever he may guide me 
No want shall turn me back; 
My Shepherd is beside me, 
And nothing can I lack. 
His wisdom ever waketh; 

His sight is never dim ; , 
He knows the way he taketh, 
And I will walk with him." 
Story: 

The teacher may tell ''The Line of Golden Light" from In 
Storyland, by Elizabeth Harrison. It is a fanciful tale of a little 
girl who traveled around the world to obtain sight for her sister, 
who was blind. 



CHAPTER XII 

THE LITTLE DAMSEL 
Handwork : 

Interest will grow in the paper dolls, as the families near com- 
pletion. The children may wish to play with the dolls that they 
have made, or to take them home. If so, they should be allowed 
to make two sets, or they should be helped to obtain materials 
and patterns to use at home. The happiest form of giving is 
sharing. The pleasure that the dolls give to these children will 
help them to realize how much their gift will be appreciated at 
the hospital. 

Reading : 

The story of "The Little Damsel" is of interest because it 
concerns a father and a child. The teacher should explain the 
tumult in the house. In those days when someone died people 
made all the noise they possibly could. Did these people really 
feel as sorry as they pretended? Why did they laugh? Did the 
father and mother laugh? 

Hymn: 

If a new hymn is desired, it may be the familiar one, "I Think 
When I Read" {A First Book in Hymns and Worships No. 23) : 

*T think when I read that sweet story of old, 
When Jesus was here among men, 
How he called little children like lambs to his fold, 
I should like to have been with him then. 

*T wish that his hand had been placed on my head, 

That his arm had been thrown around me, 
That I might have seen his kind look when he said, 
'Let the little ones come unto me.' " 

138 



THE LITTLE DAMSEL 139 

Writing : 

Not only the children in the hospital, but schoolmates who, 
from time to time, are obliged to stay at home, should be 
remembered with letters and gifts. Ask the class what children 
are absent, and discover from them, if possible, the reason for 
the absence of each one. If letters are suggested, talk with the 
children about the possible contents. What would these children 
like to know? What school news or neighborhood news is of 
interest? If the children are not independent in writing, a letter 
may be composed by the class as a whole, and written upon the 
blackboard by the teacher. The children will enjoy reading it, 
when it is finished, and copies may be made for each absent 
child. Better still, if each child is able to compose a letter of his 
own. Several may be read aloud when they are completed. 
Whose letter is most interesting, most full of good cheer? 



CHAPTER XIII 

ONE, TWO, THREE 
Songs : 

As spring approaches, the children will like to sing ''The 
Robin" {Rote Songs, No. 74) : 

"There came to my window one morning in spring 
A sweet little robin, she came there to sing. 
The tune that she sang, it was prettier far 
Than any I heard on the flute or guitar. 

"Her wings she was spreading to soar far away, 
Then resting a moment seemed sweetly to say, 
*0h, happy, how happy the world seems to be! 
Awake, dearest child, and be happy with me.' " 

Prayer : 

The prayer from Robert Louis Stevenson may be used. Tell 
the children that it is from Stevenson, and invite them to join 
in repeating it. 

The day returns and brings us its round of duties. Help us to 
perform them with laughter and kind faces. Let cheerfulness 
abound with industry. Give us to go blithely on our business 
all this day. Bring us to our resting beds weary and content, and 
grant us in the end the gift of sleep. 

Reading : 

It is easy to be happy when we have good food and warm 
clothing, when we are well and strong. Is it possible to be cheer- 
ful also when one is ill or blind or lame? The rime, ''One, Two, 
Three," and the next one, "The Land of Counterpane," portray 
the spirit of happiness and good cheer which may exist in spite 
of affliction. To make the best of misfortune and to cheer 
others who meet it are ideals worthy of endeavor. 

140 



ONE, TWO, THREE 141 

One, Two, Three : 

''One, Two, Three" is a charming little story in verse form. 
Ask the children to read the story silently, to find how two people 
who could not run and jump had a good time playing. As the 
children finish reading the lines, let two or three come to the 
teacher individually and describe the game that was played. 
Occasionally a child reads hastily, and misses the point. Espe- 
cially may this be the case with verses, where the meter and the 
rime absorb a part of the attention. Ask the children what is 
unusual about the rime scheme. They will discover that there 
is a continuation of the same rime throughout the ten stanzas. 
Some child may want to read all the riming words, or the class 
may want to count how many different words rime with "three." 
This attention to the rimes will add to the pleasure of the oral 
reading. 

Guessing game : 

The children will probably beg to play the game described. 
Some child may think of a good hiding place in the schoolroom 
or the building or grounds, whispering it to the teacher, and 
each child in turn may have three guesses. The child who is 
successful in three guesses will, of course, have the next turn 
to think of a hiding place. 

Handwork : 

When the paper dolls have been completed the children will 
probably wish to make furniture to use with them. Pasteboard 
boxes of varying sizes, colors, and shapes, are useful. A small 
square box is quickly transformed into a table or a chair. The 
ends of long boxes are useful for making cupboards, beds, and 
pianos. In many instances the children show greater ingenuity 
than the teacher, if they are allowed freedom to experiment. 
Paper toys are especially welcome at the hospital, as they are 
light to handle, and easily burned, when the child is well. 



CHAPTER XIV 

THE LAND OF COUNTERPANE 
Activity : 

The children should be allowed to continue work upon the 
paper dolls and the furniture for several periods if they are 
keenly interested. One project carried to satisfaction means 
greater development for the child than a series of enterprises 
broken off before they are fully executed. When the gifts are 
completed notes may be written to accompany them. 

Memory verses : 

Since the new reading lesson is a rime by Stevenson, let the 
class recall, if they can, the verses learned previously by this 
author, "Good and Bad Children," and "A Good Boy." The 
children will be able to repeat many bits from the Child'' s Garden 
of Verse, which they have learned at home or in other schools. 

Reading : 

Can the children explain the meaning of the title, "The Land 
of Counterpane"? It is to this land that their paper dolls are 
going. Because of its relation to their activity, the children will 
delight in reading this rime. They will probably want to mem- 
orize it, and may wish to make copies to send with their gifts, 
to the "giants" in the Land of Counterpane. 

Prayer : 

The prayer from Stevenson is most appropriate with this 
lesson, and may be memorized. 

Songs : 

Frequently, the children should have free choice of songs, re- 
calling favorites that have been learned throughout the course. 
Sometimes, each child may choose one to sing alone, or small 
groups may choose and sing together. 

142 



THE LAND OF COUNTERPANE 143 

Story : 

If a story is desired, it may be ''The Legend of the Dipper," 
given both in Children s Stories by Esenwein and Stockard, and 
in The Children's Hour by Bailey and Lewis. It tells of a little 
girl who climbed a mountain to get water for her mother who 
was ill. As she returned, she shared the water with others who 
were thirsty. When she reached home, the water remaining in 
her dipper was spilled, and where it sank into the ground a 
beautiful fountain bubbled up! 



IV. THE NEEDY 

Whoso hath this world's good, and seeth his brother have need, 
. . . how dwelleth the love of God in him ? — I John 3.17. 

Honest work and simple living and a willingness to share 
what we have with our neighbors — these things bring true joy. 
XV. The Lad and the Loaves. 
XVL Who is My Neighbor? 
XVII. The Return of the Prodigal. 
XVm. The Two Mites. 
XIX. The Miller of the Dee. 
XX. The World's Music. 



CHAPTER XV 

THE LAD AND THE LOAVES 
Songs : 

As spring approaches, the children will like to sing ^'Winter" 
{Rote Songs, No. i8), followed by "Winter's Past" (Rote Songs, 
No. 14): 

"Now at last winter's past; 

Hear the robin calling; 
Waken, flowers, gentle showers 
Over you are falling. 

"Down below quilts of snow 
Long have you been lying; 
Now come out, look about; 
Soft the winds are sighing." 

"The Robin" also will be called for (Rote Songs, No. 74). 

Prayer : 

The prose prayer from Stevenson may be frequently used, 
until the children have memorized it. 

Memory verses : 

Who can say alone "The Land of Counterpane"? Perhaps 
some child who memorizes easily has learned "One, Two, 
Three." Other memory verses may be repeated at the request 
of the children. 

Reading : 

The story of the little lad who was willing to share his lunch 
with five thousand never fails to win interest. Not the bigness 
of the miracle, but the generosity of the lad and the care of 
Jesus for the hungry multitude should receive emphasis. 

147 



148 EVERYDAY LESSONS IN RELIGION 

Conversation : 

Are there hungry people to-day? Where are they? Some are 
in the big city near by; some are across the ocean in distant 
lands. The teacher may tell of some particular need that she 
has heard or read about, and suggestions from the children for 
aid wiU not be wanting. With young children, it is best that the 
needy people be not personally known. To develop class dis- 
tinction among boys and girls of the same town is most un- 
fortunate. 

Activity : 

Children of this age dehght in holding a sale to earn money 
to meet some urgent need. A candy sale is always profitable. 
Candy may be made at school or at home; and boxes, baskets, 
or bags may be constructed to hold it. 

One group of third-grade children earned sixty-five dollars 
from a flower sale. Flower baskets made of reed, bowls of clay, 
and small flower pot stands of wood, all sold for a good price, 
together with flowers contributed from home gardens. The 
money was given to fatherless children in France. 



CHAPTER XVI 

WHO IS MY NEIGHBOR? 
Conversation : 

If the children have planned a candy sale, they have prob- 
ably brought recipes from home for making various kinds of 
candy. These will be compared, and perhaps one will be chosen 
to use. When and where the sale will be held must be decided, 
who the possible buyers will be, and how much can probably be 
sold. The children may be able to furnish the materials. If 
this is not advisable, perhaps they can borrow the money, to be 
repaid from the proceeds. 

Borrowing is the source of many difficulties in life, and the 
teacher should see that the class enter into it thoughtfully. In 
what circumstances is it right to borrow money? Will the class 
certainly be able to pay back what is borrowed? How much 
candy are they sure of selling? How is it possible to earn 
money for the needy, if the materials must be paid for after the 
candy has been sold? Is it right to charge more for candy than 
the cost of the ingredients? Why? How should the price of the 
candy be fixed? The teacher here has an opportunity to see 
that the class forms a right attitude toward the problem of 
profit. 

Activity : 

The children may begin work on bags, baskets, or boxes to 
hold the candy. They should know that a pretty box adds to 
the price of the candy, and may plan to decorate the boxes in 
some way appropriate to the season. 

Reading : 

Let the children answer the question, ^'Who is my neighbor?" 
before reading the story of that title, and revise their answers 

149 



150 EVER\T)AY LESSONS IX RELIGION 

afterward. Let the class frame a definition of the word 
''neighbor." \Miy was the stranger glad to give help when the 
others were not? 

Prayer : 

This prayer is suitable: 

"Father, hear us as we pray, 
Guard and keep us day b}' day; 
Help us feel thy loving care, 
Every day and ever\'v.-here. 

"Help us to be good and true, 
Worthy work on earth to do; 
All we have with others share, 
Every day and ever^^'here." 

(Ida F. Leyda.) 
Song: 

The children may -^^sh to recaU ^^^th these lessons the carol 
of "Good King Wenceslas," learned pre^'iously {Rote Songs, 
No. 129). Also appropriate is ''Giving Thanks" (^ First Book 
in Hymns and Worship, No. 19). 



CHAPTER XVII 

THE RETURN OF THE PRODIGAL 
Reading : 

''The Return of the Prodigal" illustrates a different cause for 
need. Why are people in need? Some are needy because of 
illness; some cannot find work; some are robbed. Others have 
suffered from flood or fire or storm. Why was this boy in need? 
Was his father right to put the best robe upon him, and to make 
a great feast? If his father had not been there when he returned 
should his neighbors have given him aid? How might they have 
helped him? What is the best way of helping tramps who come 
sometimes to our doors? 

Hymn: 

The hymn, 'Tn Pleavenly Love Abiding" should be sung 
with these lessons. The second and third stanzas are especially 
appropriate : 

* 'Wherever he may guide me 

No want shall turn me back; 
My Shepherd is beside me, 

And nothing can I lack. 
His wisdom ever waketh, 

His sight is never dim; 
He knows the way he taketh, 

And I will walk with him. 

"Green pastures are before me, 
Which yet I have not seen; 
Bright skies will soon be o'er me. 

Where darkest clouds have been. 
My hope I cannot measure, 

My path to life is free; 
My Shepherd has my treasure, 
And he will walk with me." 
151 



152 EVERYDAY LESSONS IN RELIGION 

Prayer : 

''Father, hear us as we pray, 
Guard and keep us day by day; 
Help us feel thy loving care, 
Every day and everywhere. 

''Help us to be good and true, 

Worthy work on earth to do; 

All we have with others share, 

Every day and everywhere." 
Activity : 

The children will probably want to make posters to announce 
the time and the place of the sale. All may make posters, and 
the best may be selected by the class for use. Or a few children 
who are gifted in art may be chosen to make the posters, and 
the others may continue work on the candy boxes. 



CHAPTER XVIII 

THE TWO MITES 
Activity : 

A committee of children may be appointed to purchase the 
materials for making the candy. A different committee may be 
chosen to go to some home, where the candy is to be made, and 
to help in the preparations there. If aU the children cannot share 
in the task of making the candy for the sale then perhaps a small 
amount can be made at school during the class period, "to try 
the recipe." Thus all the children will be able to see the process, 
taste the results, and judge of their salability. A chafing dish 
may be used for the purpose. 

Songs and verses : 

It will take several minutes for the candy to boil. The time 
may be utilized in saying memory verses, and singing favorite 
songs, at the suggestion of the children. Or some members of 
the class may be chosen to read stories or fables from the book 
shelf. 

Party : 

When the candy is ready, each child may be given a small 
piece. This grace may be used : 

"For food and all thy blessings, Lord, 
We give thee thanks and praise; 
Look down, O Father, from above, 
And bless us all our days." 

Conversation : 

From the number of pieces obtained from this small amount 
of material the children will be interested to estimate how many 
pieces will be obtained from the larger quantities to be used later. 

153 



154 EVERYDAY LESSONS IN RELIGION 

They will be eager to figure out how much money they may take 
in, if all is sold, and what their profit will be. 

Reading : 

"The Two Mites" presents another form of giving. For what 
were the gifts used that were cast into the money-box? Was 
this woman also helping her neighbors? Do people need some- 
thing besides food and clothing and a room to sleep in? Make 
sure that the children comprehend the meaning of the story. 
What did Jesus mean when he said, ''This poor widow has cast 
in more than all"? 

The children will remember the banks which they made to 
hold money for the church. If they have not been opened, let 
each child tell how his contribution is growing. Which bank 
would Jesus think held the most? The heaviest one? The one 
containing the most coins, or the largest sum? How would Jesus 
decide? 



CHAPTER XIX 

THE MILLER OF THE DEE 
Activity: 

Perhaps the candy for the sale is to be made at this period, or 
it may have been made on the preceding day at one or several 
of the homes. If it is to be sold during the day, the class will 
want to make the final preparations. The candy must be placed 
in the bags or boxes. Ask the children what it means to be 
honest in selling goods. They will mention accurate measure, a 
fair price, correct change. A little time may well be spent in 
drill preparing them to make change, quickly and accurately. If 
bags of candy are to be sold for ten cents, let the children tell how 
much must be given back from a quarter, a half dollar, a dollar. 
Let the class decide which children are best fitted to act as 
salesmen. 

Reading : 

"The Miller of the Dee" is a dialogue in verse form. A few 
questions will help the children to understand. Why was the 
miller blithe? Was he right when he said, "I envy nobody"? 
When he said, ''Nobody envies me"? Why did King Hal envy 
him? What may have caused the king to be sad? What did the 
miller have that the king did not have, that no king has? The 
experience that the children are having in earning money will 
help them to realize the joy that the miller felt in earning bread 
for his wife and his children. 

Prayer : 

Especially appropriate with this lesson is the prayer already 
familiar : 

''The day returns and brings us its round of duties. Help us 
to perform them with laughter and kind faces. Let cheerfulness 

155 



156 EVERYDAY LESSONS IN RELIGION 

abound with industry. Give us to go blithely on our business all 
this day. Bring us to our resting beds weary and content, and 
grant us in the end the gift of sleep." 

Story : 

If possible, the teacher should tell with this lesson the Japanese 
folk- tale of "The Stonecutter." The story tells how a humble 
stonecutter wished to be a rich man, a prince, the sun, the cloud, 
the mountain. Always his wish was granted by the spirit of the 
mountain, until at last he wished to be a stonecutter once more, 
and to work for his daily bread. A version of the story is found 
in For the Children's Hour, by Bailey and Lewis. 

Very appropriate also is ''The Golden Touch," retold from 
Hawthorne in Children s Stories, by Esenwein and Stockard. 



CHAPTER XX 

THE WORLD'S MUSIC 
Activity : 

The children will be interested to count the money earned at 
the sale, to figure out how much must be paid for materials, how 
much has been earned to give away. If the money is to be sent, 
let the children ' mention different ways of sending money in 
letters. Why is it wrong to inclose cash in letters? In what other 
ways do people who have plenty sometimes tempt those who are 
in need to steal? Urge the desirability of being always careful in 
handling money and valuables. Let the children compose to- 
gether the letter that is to accompany the money order, and 
if possible plan that some of the children shall go with the 
teacher to the post ofhce to pay the money. Try to arrange that 
the class receive thanks for the gift from the organization to 
which the money is sent. To know that their small service is 
appreciated will make them more eager to engage in similar 
enterprises in the future. 

Reading : 

The poem, ''The World's Music," is itself full of music. The 
teacher should read it so that the children will feel the easy 
rhythm and note the frequent rime. All or a part may be mem- 
orized. Where do we hear the world's most beautiful music? 
Not in kings' castles nor in rich men's halls, but out of doors, in 
the shop and the mill, in the kitchen of the cottage. 

Song: 

These verses may be used for a song. A suitable tune is found 
in Songs for the Little Child, page 74. Appropriate also is "Sing- 
ing," found in the same book, page 17. "Tirra-Lirra-Lirra" {Rote 
Songs, No. 36) is a favorite with the children. 

157 



158 EVERYDAY LESSONS IN RELIGION 

"Tirra, lirra, lirra, 

In the spring, 
Orioles and robins 

Sweetly sing; 
From the leafy branches 

We can hear 
Tirra, lirra, lirra, 

Ringing clear. 

* 'Tirra, lirra, lirra, 

Is our song. 
When the lovely summer 

Days are long; 
Rowing on the river 

Or the sea, 
Tirra, lirra, lirra, 

Sing with glee. 

"Tirra, lirra, lirra. 

Soft and low. 
Hear the brook in winter, 

'Neath the snow; 
Tho' the leaves are dead. 

Where'er we look, 
Tirra, lirra, lirra. 

Sings the brook." 

Prayer: 

"Bless the Lord, O my soul; and all that is within me, bless 
his holy name. Bless the Lord, O my soul, and forget not all 
his benefits." 

Story: 

If a story is wanted it may be ''Making the Best of It," by 
Frances M. Fox, found in For the Children's Hour, or "The Song 
That Traveled," from The Story-Teller, hy Maud Lindsay. 



V. OUR PETS 

Are not two sparrows sold for a farthing ? And one of them shall 
not fall on the ground without your Father. — Matthew lo. 29. 

The two stories of the good shepherd illustrate at once the 
loving care of our Father for his little ones, and the kindly treat- 
ment we should bestow upon the small creatures dependent 
upon us. 

XXI. The Shepherd and the Hireling. 
XXII. The Lord is my Shepherd. 

XXIII. The Ninety and Nine. 

XXIV. Little Gustava. 
XXV. My Little Neighbor. 

XXVI. The Brown Thrush. 
XXVII. The Robin. 
XXVIII. He Prayeth Best. 



CHAPTER XXI 

THE SHEPHERD AND THE HIRELING 
Reading : 

"The Shepherd and the HireHng" presents clearly the contrast 
between the good shepherd and the false. Many of the children 
have been followed by a dog or other pet. No experience is more 
delightful to a child. The qualities of the master who is followed 
should be stressed. 

Songs : 

The following words may be sung with the Lithuanian tune 
given both in Rote Songs (No. 13) and in Songs for the Little 
Child (page 10) : 

Out on the hillside in the waving grasses 
Watches the shepherd while the slow day passes. 

In the meadow flowers are swaying, 

Where the lazy sheep are straying, 
And the lambs are playing. 

Home from the green fields where the brook is flowing, 
Lambkins and shepherd are together going. 
In the warm fold all are creeping, 
Sheep and lambs no longer leaping; 
Soon they will be sleeping. 
Prayer : 

''Bless the Lord, O my soul; and all that is within me, bless 
his holy name. Bless the Lord, O my soul, and forget not all 
his benefits." 

Conversation : 

Nearly every child has had a pet at home. Children never tire 
of talking about their pets^ — what they eat, what they like, their 
tricks and performances. If possible, the teacher should arrange 

161 



i62 EVERYDAY LESSOXS IX RELIGIOX 

to have some pets at school during these lessons. Rabbits, guinea 
pigs, white mice, canaries or finches, and gold fish are all easily 
kept at school, and afi'ord a means for learning the right care of 
animals. If pets cannot be kept in the schoolroom, then frequent 
\isitors may be permitted. Children who have pets will be de- 
hghted to bring them for one occasion. A valuable help for the 
teacher is a small pamphlet called Anim-al Families in Schools, 
pubHshed by the Bureau of Educational Experiments. Xew York 
City. 

Activity : 

The children may like to make a booklet on the care of pets. 
Let them choose for the book those pets which they have at home 
and know best. The book may be illustrated with hah-penny 
pictures of pets, or -^dth pictures dra^sm or cut by the children. 
A few sentences may be -^Titten about each animal, telling what 
care it should receive. Each child may compose his ot^tl sen- 
tences, or the group may work together in "^Titing the lessons, 
each child cop}dng from the board what has been agreed upon. 



CHAPTER XXII 

THE LORD IS MY SHEPHERD 
Songs : 

Let the children recall the songs that they know about sheep. 
They will think of the new one, ' 'Lambkins and Shepherd," and 
also of "Sleep, Baby, Sleep," and the hymn, "In Heavenly Love 
Abiding." There are many beautiful sheep pictures, which may 
add to the appreciation of these songs. 

Reading : 

The psalm should be read first by the teacher. As the language 
is figurative, some explanation may be needed, but a too literal 
interpretation is undesirable. Later let the lines be read respon- 
sively. The responsive reading may be continued from day to 
day until the psalm has been memorized. The reading may be 
varied by letting two parts of the class respond, or the boys and 
the girls. 

Activity : 

One of the first animals chosen for the booklet will be the dog, 
the most loved of all pets. Before the children write there should 
be some conversation about the pet, its habits and the care it 
should have. Ask the children why a dog is an especially good 
pet. They will think of many reasons — his playfulness, his ability 
to perform tricks, his care of little children, his skill in finding 
what has been lost, his watchfulness at night, the assistance he 
can give in hunting and in guarding sheep and other domestic 
animals, the small amount of care that he requires. The children 
will recall many incidents illustrating these characteristics. 

Stories : 

A story depicting the love of a dog for a child is "Moufflou," 

163 



1 64 EVERYDAY LESSONS IX RELIGION 

found in The Story Hour, by Kate Douglas Wiggin and Nora A. 
Smith. 

The following incident may be told of a sheep dog: 

''Some years ago there was a heavy snowstorm in Scotland. The 
snow lay in great drifts many feet deep. The farmers were very 
anxious about their sheep, for there were hundreds of them on 
the hills at the time. On one farm no fewer than three hundred 
were missing, and the farmer wdth his men and a faithful sheep 
dog, named Rough, started to search for them. 

When they reached the fields, nothing was to be seen but great 
masses and drifts of snow, under which the poor sheep were 
buried. The men tried to penetrate the snow, in order to find 
the missing animals, but their labor was in vain, for it was only 
by the merest chance that they reached a sheep. 

Then Rough came to the rescue. He understood what was to 
be done, and running quickly over the snow, ^-ith short, sharp 
barks, he dug mth his paws little holes in various places. 

The men went to work to remove the snow beneath these 
marks, and under each they found a sheep I They worked hard 
aU night. Rough sho^dng where the sheep were buried and the 
men digging them out, and thus the sheep were saved. 

The farmer told his friends that had it not been for Roughs he 
would have lost every one of his sheep that night." 



CHAPTER XXIII 

THE NINETY AND NINE 
Songs : 

The children will be interested to sing again the shepherd songs. 
If possible a picture of a dog with sheep should be shown. 

Reading : 

The tale of ^'The Ninety and Nine" is familiar to the children, 
but no less effective. To care for our pets rightly courage is 
needed at times and sacrifice. Every child should think of his 
pet when the wind is cold and the rain falls. 

Psalm: 

At the conclusion of the story let the twenty-third psalm be 
read responsively. 

Prayer : 

The following prayer, used previously, may be repeated here. 
It is worthy of memorization: 

"Hear our prayer, O Lord, and consider our desires. Give unto 
us true gentleness, a loving and a helpful spirit, a kindly and a 
useful manner of life. Grant us to be faithful in keeping promises, 
loving to our relatives, careful of our charges; to be gentle to- 
ward all helpless creatures, slow to anger, and ready for every 
good work." (Adapted from Jeremy Taylor.) 

Activity : 

The rabbit will certainly be chosen for the booklet, for it is a 
favorite pet. The problem, how should rabbits be cared for, 
involves many interesting questions. 

What kinds of food must our rabbits have, and how frequently 
should they be fed? The children will know perhaps that rabbits 
must have a small quantity of water, grain or dry bread, and 

165 



1 66 EVERYDAY LESSONS IN RELIGION 

green vegetables; and that they should have food not at stated 
intervals, but all the time. Should rabbits be allowed freedom, 
or should they have a pen? What should be the floor of the pen, 
and the roof? Protection from dogs requires a pen with a wire 
roofing. A dirt floor with a wire some inches below the surface 
will at once give rabbits the pleasure of digging, and prevent 
them from digging their way out to danger. The size of the pen, 
the size of the house, the size of the door, the kind of a bed, the 
right handling of the rabbits, are all questions which involve 
careful thinking on the part of the children, in the light of their 
observations and experiences. 



CHAPTER XXIV 

LITTLE GUSTAVA 
Songs : 

A new spring song should be added from time to time. 'Tn 
May" {Rote Songs, No. 9) will be quickly learned: 

"In May, in May, 
In merry, merry May, 
How gay and happy we shall be! 
Sing ho for lovely May! 

"In May, in May, 
When all the world is gay, 
When apple trees are rosy white, 
How welcome merry May ! 

'Tn May, in May, 

All out of doors to play! 

When all the trees are turning green, 

How welcome lovely May!" 
Reading : 

With how many creatures did little Gustava share her break- 
fast? Why did not the, birds find something to eat out of doors? 
What time of year was it? Let the children note the many color 
words in the poem, and try to see the picture. After the silent 
study the children will like to read the poem ''around the class," 
each child reading a stanza in turn. 

Prayer : 

The following prayer may be recalled : 

"We thank our loving Father God, who gives us everything, 
Who sends the sunshine and the showers, and makes rich harvest 
spring. 

167 



1 68 EVERYDAY LESSONS IN RELIGION 

He clothes the HHes of the field; he feeds each bird and beast; 
And all may share his tender care, the greatest and the least." 

Activity : 

Many children love kittens, and this pet will probably be 
chosen for the booklet. Among the necessities for the care of the 
kitten the children wiU wish to include some playthings and a 
soft cushion in a basket. 

Some people feel that children should not be encouraged to 
keep cats, because of the danger to our valuable birds. If some 
of the children own cats, the teacher should discuss with the 
class the problem of protecting birds from the cat. Many sug- 
gestions will be offered. Let the class weigh the value of each 
suggestion. Shall we whip the poor kitty? Is the bell about the 
cat's neck safe for the cat? Does it protect the baby birds in the 
nest? How will cutting the cat's claws help matters? To feed 
the kitten well, and to keep it in at night during the nesting 
season can certainly be decided upon as effective measures. The 
teacher should emphasize the harm of carrying kittens that are 
not wanted into the woods, where they are left to die of hunger, 
or to feed upon our beautiful and valuable birds. 

Stories : 

Sam, by C. Louise Shaffner, tells many true stories about a 
very beautiful and intelligent cat. 



CHAPTER XXV 

MY LITTLE NEIGHBOR 
Psalm: 

Perhaps the children can now repeat from memory the twenty- 
third psalm. They will like to follow it with the hymn, "In 
Heavenly Love Abiding." 

Reading : 

Who sets the table for "My Little Neighbor"? Why does the 
squirrel choose the oak tree for his home? The children will 
mention the fretted bark that gives him foothold in climbing, the 
knotted spreading branches that afford good seating, the frequent 
hollow, the acorn feast, the heavy leaves that furnish ample pro- 
tection from sun and rain. Why do I enjoy my little neighbor? 
What can I do for him? 

Prayer : 

Again the prayer may be repeated: 

"We thank our loving Father God, who gives us everything, 
Who sends the sunshine and the flowers, and makes rich harvest 

spring. 
He clothes the lilies of the field ; he feeds each bird and beast, 
And all may share his tender care, the greatest and the least." 

Activity : 

If squirrels are plentiful in the parks or the woods near the 
school, the children will want to include the squirrel in the 
booklet, telling, perhaps, how it is possible to make friends with 
these shy little creatures. 

Story : 

The following story from Grimm may be told; and later 
dramatized, if the children so suggest: 

169 



lyo EVERYDAY LESSONS IX RELIGION 

A very poor woodcutter Kved with his three little girls in a hut 
near the forest. The oldest girl was lazy; the second was careless 
and untidy; but the youngest was obedient and helpful and kind. 

One morning the woodcutter, upon setting out to work, said 
to the oldest child: ''Fetch me my dinner at noon. I will strew 
oats through the forest to show you the path.'' 

The oldest child, when the sun was high, started out through 
the forest \^'ith a jug of soup and a loaf of bread; but the birds 
had eaten all the oats and she lost her way. On and on she went 
until it was dark. 

At last she came to a house in the wood with a hght twinkling 
at the window. She rapped at the door^ and a gruff voice called, 
''Come in. 

When she opened the door she saw a very old man sitting at a 
table. Near him stood a cock, a hen, and a speckled cow. 

''May I stop here aU night?" asked the oldest child. 

The old man turned to the three animals. 

"Little chicks and spotted cow, 
Shall we keep her here or no?" 

The animals crowed and cackled and mooed "Yes." The child 
set about la\dng the table for tea. She cooked a bowl of good 
porridge, and she ate aU that she ^^-ished for herseh, but she did 
not remember the poor animals. \Mien she had finished she 
heard a voice saving: 

"You can eat and drink, but you cannot think 
Of poor animals, such as we. 
You shall have no bed for your tired head; 
Go home as quick as can be." 

Suddenly the child found herself in the forest agaiQ, and she 
had to find her way home as best she could. 

Xext morning the woodcutter told his second child to briQg 
his dinner, and he strewed peas through the forest to show her 
the way. When the sun was at high noon the second child 



MY LITTLE NEIGHBOR 171 

started out. But the brown hares had eaten all the peas, and she 
also lost her way. She wandered about, and when night came 
she reached the little house in the wood. 

"May I stop here all night?" asked the second child. The 
old man again questioned the animals: 

* 'Little chicks and spotted cow, 
Shall we keep her here or no?" 

The animals crowed and cackled and mooed "Yes"; and the 
child set about getting tea. She made a bowl of soup, and ate all 
she wished, but she, too, forgot to feed the animals. Then she 
heard a voice saying: 

"You can eat and drink, but you cannot think 
Of poor animals such as we. 
You shall have no bed for your tired head; 
Go home as quick as can be." 

The child found herself alone in the dark woods, and she had 
to find her way home as best she could. 

The next morning the woodcutter strewed the corn along his 
path, that the youngest child might find him at noon. But when 
the youngest child started out with her father's dinner she found 
that the wood pigeons had eaten all the corn, and she too lost 
her way. As she wandered about she saw the twinkling light, 
and came upon the house in the wood. She went in and asked 
if she might stay all night. The old man asked again, 

"Little chicks and spotted cow, 
Shall we keep her here or no?" 

And the three said "Yes." 

Then the youngest child cooked a bowl full of porridge for the 
old man. But before she ate anything herself she brought some 
barley for the cock, some corn for the hen, and an armful of hay 
for the spotted cow. 

"Little chicks and spotted cow, 
Shall we keep her here or no?" 



172 EVERYDAY LESSONS IX RELIGION 

asked the old man of the three, and they crowed and clucked 
and mooed : 

"Yes, for she is kind and good; 
She has brought us drink and food." 

Then something very strange happened. The corners of the 
house creaked and cracked. There was a loud crash, and the 
child covered her eyes in fright. When she opened them again 
she saw, not a little house in a wood, but a great castle! The 
three animals had changed to three servants, who bowed before 
her. In place of the old man stood a handsome prince, who took 
the hand of the youngest child and said, 'This is your castle, 
because you were kind and good to my animals." 

The youngest child brought her father and her sisters to the 
castle, and they all hved happily there. 



CHAPTER XXVI 

THE BROWN THRUSH 
Activity : 

The children may be satisfied with three or four pets for the 
booklet, or they may wish to include several. When the contents 
are complete each child may choose a title and plan a suitable 
cover. 

As the birds return in the spring a bird calendar may be kept. 
As members of the class spy the returning birds, the name of the 
bird, the description and the date may be inserted in the calendar. 
If birds are plentiful, each child may want to keep his own 
calendar. The children can help the birds in finding homes. Bits 
of string and other nesting materials may be put out, and food 
and water, if they are needed. 

Conversation : 

The teacher should find what birds the children know, and 
which are especially loved. The favorites are likely to be the 
robin, the bluebird, the wren, the brown thrush, the oriole, the 
red-headed woodpecker, and the flicker. The children will like 
to tell their experiences with these birds, the nests they have 
come upon, the habits they have observed. The Brown collection 
contains beautiful colored pictures in a variety of sizes, of all 
the common birds. The National Association of Audubon 
Societies publishes leaflets giving a picture in color and a full 
description of each bird. 

Reading : 

The song of ''The Brown Thrush" is full of gladness. It should 
be read with rapidity and life. Let the children note the recurring 
phrases, the repetition of the same rimes. The verses are easily 

173 



174 EVERYDAY LE5S0XS IX RELIGION 

memorized. Let the class enjoy the song. — the moral will take 
care of itseh. 

Story: 

A ston- of a bird's nest is ''\Miat Kept the Xew Chimney 
Waiting/' by Annie H. DonneU. It is found in For the Children s 
Hour. 

Prayer : 

The follo-.ving prayer may be repeated each day until it is 
memorized: 

"Hear our prayer. Lord, and consider our desires. Give unto 
us true gentleness, a lo\dng and a helpful spirit, a kindly and a 
useful manner of life. Grant us to be faithful in keeping promises, 
lo\ing to our relatives, careful of our charges; to be gentle toward 
all helpless creatures, slow to anger, and ready for txery good 
work." 

HjTiins: 

A h\Tnn of praise is desirable with this lesson. "AU Things 
Bright and Beautiful" {Songs for the Little Child, page 93), or 
"God. Our Lo\ing Father" {Rote Songs. Xo. 40). If a new h}Tnn 
is wanted, it may be "God is Everywhere" (A First Book in 
Hymns and Worship, X'o. -^. \erf pretty is the ''Bird Lullaby" 
(.4 First Book in Hymns and Worship. Xo. 54). 



CHAPTER XXVII 

THE ROBIN 
Memory verses : 

The children may have memorized "The Brown Thrush" and 
"My Little Neighbor." Other memory verses may be recalled, 
including the psalm. 

Reading : 

Could the name of a different bird be substituted for the robin 
in the rime of that name? Why not? No other bird is so friendly. 
Encourage the children to cite incidents showing the friendliness 
of the robin. The lines will be readily memorized. 

Story : 

Tell the children that everywhere the robin is loved, not only 
here but also in the cold countries of the far north, where the 
robin is almost the only bird who dares to venture. The people 
in the far North tell their children this story of "How the Robin's 
Breast Became Red": 

Long ago in the far North, where it is very cold, there was only 
one fire. It kept all the people warm, and drove away the great 
white bear, who wanted the Northland for his own. 

A hunter and his little son took care of this fire, and kept it 
burning day and night. One day the hunter became very ill, and 
his son had to tend the fire alone. For many days and nights he 
brought fuel and kept the fire burning. 

One night the poor boy could endure no longer, and he fell 
fast asleep. The great white bear was watching near by, for he 
hated the fire, and longed to put it out. When he saw the boy 
asleep he ran as fast as he could and jumped upon the fire with 
his cold, wet feet, and rolled upon it, with his heavy, shaggy 

175 



176 EVERYDAY LESSONS IX RELIGION 

body. \Mieii he thought the nre was out he went away to his 
cave. 

\Mien the bear had gone a gray robin who was hovering near 
flew down to the earth. With her sharp Httle eyes she spied a 
tinv live coal. This she fanned with her win2:s for a time. 

Her Httle breast was scorched red. but she did not stop until 
a bright red flame blazed up toward the sky. The Are grew and 
grew until the whole north country- was Hghted with the glow. 

The white bear in his cave growled terribly, for he knew that 
the Northland would never be his. 

\Mien the children in the Northland hear this stor\- they love 
the robin more, and they never fail to put out food for him when 
he comes to their cold land. 

Prayer : 

The following prayer is suitable for use with this lesson and 
those that follow: 

"Father in heaven, help th}' little children 
To please thee ever in their work and play. 
Help them to be truthful, gentle, kind and lo\Tng, 
To be Hke Jesus and follow him alway." 

Songs : 

Ask the class what songs they know that mention the robin. 
They -^iU recall ''^'inter's Past,'' ^'Tirra. Lirra. Lirra.'' and 
"The Robin." A h\Tnn of praise may also be sung. '^-VU Things 
Bright and Beautiful." "God. Our Lo\Tng Father." or ''*God is 
Even.'where." 

Activity : 

Perhaps the children will wish to make some bird houses. A 
house for the wren may be made easily from an empty chalk 
box. A flat extended roof is added, and a projecting board for 
fastening the house to a tree. A hole a trifle smaller than a 
quarter should be placed near the top. A coat of paint wiU make 



THE ROBIN 177 

the cottage very attractive. When one family of birds has flown, 
the sHding lid of the box should be opened and the nest removed . 
Wrens raise three families in a season, and choose a fresh location 
for each nest. 

Suggestions for making bird houses for various birds are found 
in the pamphlet Attracting Birds About the Home, published by 
the National Association of Audubon Societies. 



CHAPTER XXVIII 

HE PRAYETH BEST 
Activity : 

The children will continue work upon the bird houses, or upon 
the bird calendars. 

They may enjoy writing some original riddles about the 
bi^ds they know, either in prose or in verse. The class will 
enjoy healing the riddles read, and guessing them. Following 
are some ''Bird riddles," in verse, written by third-grade 
children : 

A little bird with a hanging nest, 
Where his babies love to rest, 
A little bird with a golden breast, 
And a lovely hanging nest. 
Oriole. 

It looks as if a fire were there, 

Way up in the sky; 
But whether so I do not know, 

Or a bird is passing by. 
Cardinal. 

Brown and gray, never red. 
And the grass above its head. 
Meadow-lark. 

Red his breast, blue his wings; 
I am happy when he sings. 
Bluebird. 

Funny bird with rap, rap, rap, 
Reddy head and freckled back. 
Jolly bird, with rap, rap, rap, 
What is it makes you tap ? 
Flicker ? 
178 



HE PRAYETH BEST 179 

Little bird in a tree, 
Won't you sing a s'ong to me? 
Little brown on your feather, 
Cheerful sings in any. weather. 
Wren. 

Story : 

The teacher may tell the story of ''The King's Servant" from 
The Story-Teller, by Maud Lindsay; or a child may be chosen to 
read aloud ''The Queen Bee" from the Free and Treadwell Second 
Reader. Both are fanciful stories, in which kindness to animals 
is abundantly rewarded. 

Memory verses : 

Let the children recall the verses they have read or memorized 
about birds, insects, and animals. They will think of many. A 
child may be chosen to recite or read each one. 

Reading : 

The beautiful lines by Coleridge will be read and memorized : 

"He prayeth best who loveth best 
Both man and bird and beast. 
He prayeth best who loveth best 

All things both great and small; 
For the dear God who loveth us 
He made and loveth all." 

Prayer : 

"Oh, give thanks unto the Lord; for he is good; for his mercy 
endure th forever." 

Songs : 

Let the children recall all the songs they know which mention 
birds and beasts. They will think of one or two hymns and 
several nature songs. These may be sung individually or in 
small groups. 



VI. OUR FRIENDS 

A MAN that hath friends must show himself friendly. — Proverbs 
i8. 24. 

Jesus, the friend of the helpless and the needy, the friend too 
of the children, was loved and honored by his friends. We are 
honoring him when we extend loving service to our friends. 
XXrX. Jesus and the Children. 
XXX. Waving Palms. 
XXXI. Now the Day is Over. 
XXXII. The Flower Festival. 



CHAPTER XXIX 

JESUS AND THE CHILDREN 
Reading : 

The story of "Jesus and the Children" mentions the friends of 
Jesus. How many friends did Jesus have? Some child will know 
of the twelve disciples, and perhaps can name three or four. Did 
Jesus have other friends than these? Mention will be made of 
the sick that he healed, those who were fed by him, the many 
who heard his stories, the children. His friends were a multitude. 

Hjrmn: 

The children will wish to sing the hymn, "I Think When I 
Read," already familiar (A First Book of Hymns and Worship, 
No. 23). For this hymn "Jesus and the Children" may be 
substituted {Songs for the Little Child, page 92). 

Prayer : 

"Father in heaven, help thy little children 
To please thee ever in their work and play. 
Help them to be truthful, gentle, kind and loving, 
To be like Jesus and follow him alway." 

Conversation : 

The closing hour of the course is approaching. What does the 
class wish to do at that time? Probably a party will be chosen. 
The children may wish to entertain their mothers again, or their 
small brothers and sisters. They may like to entertain another 
class. If the party can be held at a suitable time, each child can 
invite an especial friend who attends another school, or another 
grade. The kind of a party must be decided upon. It will prob- 
ably be a bird or a flower party. If the weather is warm, the 

183 



i84 EVER\T)AY LESSOXS IX RELIGIOX 

children may plan to entertain their friends out-of-doors on the 
school grounds, or in a park or a wood near by. 

Activity : 

\Mien the guests, the time, and the kind of a part}' have been 
chosen, the children mav write in\'itations. decora tins: them 
perhaps with a floral design. They may enjoy putting the in- 
\*itation in verse form. 



CHAPTER XXX 

WAVING PALMS 
Songs and verses : 

The children will be interested to choose the songs and verses 
to be used at the party. Those about flowers, birds, and pets 
will especially be wanted. The songs and verses suggested may 
be sung or recited, and the class allowed to make the final .choice. 

Activity : 

If refreshments are to be served at the party, napkins may be 
decorated with a design appropriate. 

Perhaps each guest is to receive a gift. A button-hole bouquet 
would be appropriate. A tiny doily to hold the bouquet may be 
made. A circle of paper in white or a color that will harmonize 
with the flowers to be used, is folded two or three times; a "sur- 
prise" design is cut near the edge, and four slits are cut in the 
center, in which the stems of the flowers will be inserted. 

If the party is a children's party, caps may be made for these 
children and their guests. More economical than caps and quite 
as effective, are headbands, in flower colors. The bands may be 
cut about three inches wide, from crepe paper. Those for the 
girls will be ruffled, and those for the boys cut in points at the 
top like a king's crown. A bow of green at the back adds to the 
fiowerhke effect. 

Conversation : 

If the children are planning to bring flowers for the closing day, 
they will be interested to talk about the flowers in their home 
gardens. A guessing game will introduce the names of many 
flowers. One child says, "I am thinking of a flower which grows 
in my garden." The children are allowed in turn to ask ques- 
tions: "Does it grow on a bush?" "Does it grow on a vine?" 

185 



186 EVERYDAY LESSONS IX RELIGION 

"Is it large?" "Is it red?" "Is it fragrant?" "Is it a pansy?" The 
leader can reply only "Yes" or "No." The child who guesses the 
name of the flower is allowed the next turn to think of a flower. 

Reading : 

"Waving Palms" illustrates the willing service of the disciples 
for Jesus, the glad acclaim of the multitude. Perhaps some of the 
children have seen and heard the enthusiasm of a multitude for 
a great leader. Who were these people who thus honored Jesus? 
Why did they shout so joyously? 

Hymn: 

At the conclusion of the story, "All Glory, Laud, and Honor" 
may be sung. It is found in most hymnals. Also suitable is 
"]\Iay Jesus Christ Be Praised" (A First Book of Hymns and 
Worship, No. 80). 

Prayer : 

The children have memorized many prayers, both in verse and 
in prose. Let some child choose which prayer shall be spoken 
to-day. 



CHAPTER XXXI 

NOW THE DAY IS OVER 
Activity : 

The preparations for the party will be completed. The room 
will be made ready, if the party is to be held indoors. If refresh- 
ments are to be served the children will like to help in planning 
them, and may offer to contribute what is needed. Lemonade 
and wafers can easily be prepared by the children. If they are 
going to the park or the woods, they may wish to add sandwiches. 
Some children may volunteer to come early on the day of the 
party to help in making the sandwiches. They can do everything 
except, perhaps, to cut the bread. If the children have a school 
garden, or home garden, they will like to contribute lettuce for 
making the sandwiches. 

Conversation : 

If the children are planning to bring flowers for decorations 
and for the buttonhole bouquets, there should be some conversa- 
tion about picking flowers. What plants will bloom more pro- 
fusely if they are continually stripped of flowers? What plants 
will not bloom again? What flowers form seeds? The largest 
flowers on the plant should always be left for seed, and those that 
are beautiful in color or shape. The children should be dis- 
couraged from picking wild flowers. They should be told that 
many villages and country districts, once beautiful with wild 
flowers, have been made barren forever, by careless school chil- 
dren, who have left none for seed. 

Story : 

A very beautiful story of a flower is ''Picciola," which has 
been translated and adapted from Saintine by Esenwein and 
Stockard in Children's Stories. 

187 



i88 EVERYDAY LESSONS IN RELIGION 

The story of "The Magic Flower," by Maud Lindsay, is also 
appropriate. It tells how the wind blew the seeds from a wee 
woman's flower garden into her neighbor's unsightly backyard, 
and transformed that too into a bower of beauty. It is found 
in The Story-Teller. 

Songs and verses: 

The class will like to review the songs and verses that have 
been chosen for the party, and may arrange the order. 

Perhaps they will wish to choose also some favorite stories to 
be told by children who are gifted in the art. They may suggest 
using games at the party. Possibly the children know some 
flower games or can originate one. 

Reading : 

The beautiful evening song, "Now the Day is Over," may be 
read by the teacher, and later by the children and the teacher 
together, as a prayer. It should not be used formally for a read- 
ing lesson. The lines of "Good Night" are worthy of memoriza- 
tion. If desired, the words of "Now the Day is Over" may be 
used as a hymn. A suitable tune is found in A First Book of 
Hymns and W or ship , No. 2>Z. 



CHAPTER XXXII 
THE FLOWER FESTIVAL 

The teacher will wish this closing festival to be one that the 
children will remember with happiness. If possible, let it be held 
in the open air. Some of the children may come early to help 
in the final preparations: making the sandwiches, perhaps, and 
arranging the flowers in little bouquets. 

As the guests arrive, let each be given the little flower favor, 
to wear during the party. The children may be seated upon the 
grass, while songs, verses and stories are given. Perhaps some 
of the guests will be able to contribute to the program. A spon- 
taneous desire should be welcomed, but there should be no 
urging. 

Some child or the teacher may tell one of the many flower 
stories, suggested in this volume: "Picciola" or "Five Peas in 
a Pod" from Children's Stories; "The Magic Flower" or "The 
Jar of Rosemary" from The Story-Teller; "The Legend of the 
Dandelion" or "The Daisy" from For the Children's Hour. 

After the program the caps or the flower bands may be given 
out and worn for the playing of games. For the games, the chil- 
dren may be divided into small groups according to the colors of 
caps; or the large group may be preserved. Hiding the flower is 
always enjoyed. Four children are blinded, while a certain 
flower previously agreed upon, is placed in plain sight somewhere 
within the group. When the four return they are asked to sit 
down as soon as they spy the flower. The child who is seated 
first may later find the flower and place it for the next group. 
"The Flower in the Backyard" will cause much merriment. A 
child closes his eyes, while a certain flower is pinned on the back 
of another child. The first child then opens his eyes, and tries 
to see what the flower is, while the second child endeavors to 

189 



190 EVERYDAY LESSONS IN RELIGION 

keep him from doing so. The children will probably suggest 
many active circle games. 

For the passing of the sandwiches, the children may be seated 
in one large circle. A favorite hymn may be sung, followed by a 
prayer of thanksgiving for food. Let each child tell while the 
group is seated, something that he plans to do during the summer 
vacation. 

The teacher should, if possible, give each child a personal 
good-by, and a wish for a happy summer. 



BIBLIOGRAPHY 

For the Teacher's Preparation" 
^ Stories and Story-Telling 

The Teaching of Literature, Porter Lander MacClintock. Uni- 
versity of Chicago Press, Chicago. 

Teacher^s Story-Teller^ s Book, O'Grady and Throop. Rand, 
McNally & Company, Chicago. 

What Shall We Read Our Children? Clara W. Hunt. Houghton 
Mifflin Company, Boston. 

Telling Bible Stories, Louise Seymour Houghton. Charles 
Scribner's Sons, New York. 

The Art of the Story-Teller, Mary L. Shedlock. D. Appleton 
Company, New York. 

How to Tell Stories, Sara Cone Bryant. Houghton Mifflin 
Company, New York. 

Stories to Tell Children, Sara Cone Bryant. Houghton Mifflin 
Company, New York. 

Best Stories to Tell Children, Sara Cone Bryant, Houghton Mif- 
flin Company, New York. 

Children's Stories, Esenwein and Stockard. The Home Corres- 
pondence School, Spnngfield, Mass. 

For the Children's Hour, Bailey and Lewis. Milton Bradley 
Company, Springfield, Mass. 

The Story-Teller, Maud Lindsay. Lothrop, Lee & Shepard 
Company, Boston. 

The Bible in Graded Story, Edna Dean Baker and Clara Belle 
Baker (four volumes). The Abingdon Press, New York. 

The Knights of the Silver Shield, Raymond MacDonald Alden. 
Bobbs-Merrill Company, Indianapolis. 

Wild Animals I Have Known, Ernest Thompson Seton. Charles 
Scribner's Sons, New York. 

191 



192 EVERYDAY LESSONS IN RELIGION 

Fairy Ring, Wiggins and Smith. Grosset & Dunlap, New York. 
Tales of Laughter, Wiggins and Smith. Grosset & Dunlap, 

New York. 
Tales of Wonder, Wiggins and Smith. Grosset & Dunlap, 

New York. 
Home Book of Verse for Young Folks, Burton Egbert Stevenson. 

Henry Holt & Company, New York. 

Nature and Industry 

How the World Is Clothed, Frank George Carpenter. American 

Book Company, New York. 
How the World Is Housed, Frank George Carpenter. American 

Book Company, New York. 
How the World Is Fed, Frank George Carpenter. American 

Book Company, New York. 
The Farmer and His Friends, Eva March Tappen. Houghton 

MifHin Company, Boston. 
Garden Steps, Ernest Cobb. Silver, Burdett & Company, Chicago. 
Nature Study and Life, Clifton F. Hodge. Ginn and Company, 

New York. 
Flowers Every Child Should Know, F. W. Stack. Grosset & 

Dunlap, New York. 
Ten Common Trees, Susan Stokes. American Book Company, 

New York. 
The Children's Life of the Bee, Maurice Maeterlinck. Dodd, 

Mead & Company, New York. 
Bird Life, Frank M. Chapman. D. Apple ton & Company, 

New York. 
Pets for Pleasure and Profit, A. Hyatt Verrill. Charles Scribner's 

Sons, New York. 
Animal Families in Schools, Laura B. Garrett (a pamphlet). 

Bureau of Educational Experiments, 70 Fifth Avenue, New 

York. 
Attracting Birds About the Home, (a pamphlet). National Asso- 
ciation of Audubon Societies, 1974 Broadway, New York. 



BIBLIOGRAPHY 193 

Arts and Crafts 

Primary Handwork, Ella Victoria Dobbs. The Macmillan Com- 
pany, New York. 
Industrial and Applied Art. Atkinson Mentzer & Co., New 

York. 
Basket- Making. A. Flanagan Company, Chicago. 
Handicraft for Girls, Hall and Perkins. Lothrop, Lee & Shep- 

ard Company, Boston. 
Handicraft for Handy Boys, Hall and Perkins. Lothrop, Lee & 

Shepard Company, Boston. 
Handwork in School and Home, Jane S. Hoxie. Milton Bradley 

Company, Springfield, Massachusetts. 
Toy-Making, Morley Adams. Frederick A. Stokes Company, 

New York. 
Hand Loom Weaving, Mattie Phipps Todd. Rand, McNally & 

Company, Chicago. 
How Children Learn to Draw, Sargent and Miller. Ginn & 

Company, New York. 
Pictures Every Child Should Know, Dolores Bacon. Grosset & 

Dunlap, New York. 

Song and Rhythm 

Every Child^s Folk Songs and Games, Carolyn Sherwin Bailey. 
Milton Bradley Company, Springfield, Massachusetts. 

Rote Songs, Surette and Davison. E. C. Schirmer, Boston. 

Songs for the Little Child ^ Baker and Kohlsaat. The Abingdon 
Press, New York. 

A Child's First Book in Hymns and Worship, Edith Lovell 
Thomas. The Abingdon Press, New York. 

Marches for Use in Schools, Thomas W. Surette. E. C. Schirmer, 
Boston. 

Music for the Child World, Mari Ruef Hofer. Clayton F. Summy 
Co., Chicago. 

Music Appreciation for Children. Victor Talking Machine Com- 
pany. 



194 EVERYDAY LESSONS IN RELIGION 

The Child and His Learning 

Primary Method in the Church School, Alberta Munkres. The 
Abingdon Press, New York. 

Fundamentals of Child Study, Edwin A. Kirkpatrick, The Mac- 
millan Company, New York. 

Psychology of Childhood, Norsworthy and Whitley. The Mac- 
millan Company, New York, 

The Intelligence of School Children, Lewis M. Terman. Houghton 
Mifflin Company, Boston. 

How Children Learn, Frank Freeman. Houghton Mifflin Com- 
pany, Boston. 

Seven Ages of Childhood, Ella Cabot. Houghton Mifflin Com- 
pany, Boston. 

Play Life in the First Eight Years, Luella Palmer. Ginn & 
Company, New York. 

The Normal Child and Primary Education, Arnold L. Gesell. 
Ginn & Company, New York. 

Childhood and Character, Hugh Hartshorne. The Pilgrim Press, 
Boston. 

The Dawn of Character, Edith Mumford. Longmans, Green & 
Co., London. 

The Dawn of Religion in the Mind of a Child, Edith Mumford. 
Longmans Green & Co., London. 

How to Teach Religion, George Herbert Betts. The Abingdon 
Press, New York. 

The Child in Literature 

Understood Betsy, Dorothy Canfield Fisher. Henry Holt & 

Company, New York. 
Little Ezekiel, Lucy Pratt. Houghton Mifflin Company, Boston. 
Emmy Lou, George Madden Martin. Grosset & Dunlap, New 

York. 
Anne of Green Cables, Ellen Montgomery. The Page Company, 

Boston. 
Jeremy, Hugh Walpole. George H. Doran Company, New York. 



BIBLIOGRAPHY 195 

The Siory of Opal, Opal Whiteley. The Atlantic Monthly Press, 

Boston. 
Penrod, Booth Tarkington. Harper & Brothers, New York. 
The Madness of Philip, Josephine Bacon. D. Apple ton & 

Company, New York. 
In the Morning Glow, Roy Rolfe Gilson. Harper & Brothers, 

New York. 
Dream Days, Kenneth Grahame. John Lane Company, New 

York. 
Poems of Childhood, Eugene Field. Charles Scribner's Sons, 

New York. 
Una Mary, Una Hunt. Charles Scribner's Sons, New York. 

For the Child's Reading 

Story Hour Readers, Coe and Christie. American Book Com- 
pany, New York. 

Horace Mann Readers, Hervey and Hix. Longmans, Green & 
Co., New York. 

Reading Literature, Free and Treadwell. Row, Peterson & 
Co., Chicago. 

The Winston Readers, Firman and Maltby. The John C. 
Winston Company, Chicago. 

Progressive Road to Reading, Kleiser, Ettinger and Shimer. Silver, 
Burdett & Company, New York. 

Edson-Laing Readers, Laing and Edson. Benjamin, Sanborn 
& Co., Chicago. 

Elson Readers, William H. Elson. Scott, Foresman & Com- 
pany, Chicago. 

Child's World, Withers, Browne and Tate. B. F. Johnson, 
Atlanta. 

Pinocchio, C. Collodi. J. B. Lippincott Company, Philadelphia. 

Alice in Wonderland, Lewis Carroll. Doubleday, Page & Com- 
pany, New York. 

Robinson Crusoe, James Baldwin. American Book Company, 
New York. 



196 EVERYDAY LESSONS IX RELIGION 

Merry Animal Tales, ]Madge A. Bigham. Little. Bro-^ii Sc 

Company, Boston. 
Animal Folk Tales, Anne A. Stanley. American Book Company, 

New York. 
Adventures of a Bronmie, Dinah r^Iuloch Craik. Harper b: 

Brothers, New York. 
In the Days of tJie Giants, Abbey FarweU Brown. Houghton 

Mifflin Company. Boston. 
Water Babies, Charles Kingsley. Houghton Mifflin Company, 

Boston. 
The King of the Golden Riier, John Ruskiii. The Page Company, 
. Boston. 
Msop^s Fables. Rand. ^McNally h Company. Chicago. 
Children's First Book of Poetry, Emilie Kjp Baker. American 

Book Company. New York. 
Child's Garden of Verse. Robert Louis Stevenson. Rand. ]McNally 

&: Company, Chicago. 
The Dutch Twins. Lucy Fitch Perkins. Houghton Mifflin 6c 

Company, Boston. 
Little Folks of Many Lands, Lulu ^laud Chance. Ginn & Com- 
pany. Boston. 
Big People and Little People of Other Lands, Edward R. Shaw. 

.\merican Book Company. New York. 
America's Story for America's Children, Mara L. Pratt. D. C. 

Heath 6c Co., Boston. 
Colonial Children. ]Mara L. Pratt. Educational PubHshing Co., 

New York. 
Fifty Famous Stories, James Bald\\in. .American Book Com- 
pany. New York. 



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